¶ … supervision necessary?
For many years, teacher quality has been a major focus in the United States (Berlinger, p. 14). Many states, throughout history, have worked to improve quality through legislation, changes in policies, and reform in various processes that are transforming teacher preparation, new teacher assessment and support systems, content-specific professional development, recruitment, and certification systems. These efforts have been aided by strong collaborative networks within states and by funding provided by the Higher Education Amendments of 1998 (p. 17).
Recently, experts have suggested that supervision, as at least traditionally viewed, is no longer useful. In Educational Supervision: Perspectives, Issues, and Controversies, the issue "Should Supervision be Abolished?" is presented (Glanz, 1997). One professor argued for the abolition of supervision, presenting many questions on the issue and offering some suggestions for changing the roles of supervisors. The professor analyzed the legitimacy of the fundamental assumptions underlying the theory and practice of supervision. He also challenged his audience to consider many notions they have about the practice of supervision for teachers.
I want to make clear at the outset what I mean by supervision. I am speaking of supervision, as experienced by most teachers, as evaluation of classroom teaching. Whether that practice follows procedures under the rubric of clinical supervision, human resource development supervision, democratic supervision, classroom effectiveness supervision, or whatever, it does not matter. No matter how sophisticated the procedure, if it involves a supervisor observing a classroom teaching episode, a post observation conference with the teacher, and a written report that goes onto the teacher's file, then that is the supervision I propose to abolish." (p. 128)
The professor gives further evidence regarding the lack of effectiveness of supervision in addition to the adverse effects it has on teachers. He describes the experience of supervision as "humiliating" to teachers. He concludes his essay by outlining two roles for supervisors "after the abolition of supervision." (p. 134)
One role is as a teacher evaluator, and...
Supervision Tasks "We are used to thinking of a curriculum as something that robs the teacher of her professional judgment…we believe that… when developed through careful, extended work with diverse students and teachers…[new curriculum] are a tool that allows the teacher to do her best work with students" (Russell, 2007). Fellow Teacher (Susan) Why is great attention paid to curriculum development in this school? It is a widely accepted belief in public schools that
To include: the study of mathematics, science, English, geography, second languages, history, reading comprehension, writing and vocabulary. To achieve these different objectives, administrators will work hand in hand with educators to create lesson plans that will inspire their students. During this process, is when the administrator will evaluate each individual teacher and identify areas where they can improve. This will help them more effectively reach out to their students.
He has found that in his experience, this method works best. Grossman, Pam and Loeb, Susanna. (2010). Learning from multiple routes. Educational Leadership, 67(8), 22-27. Grossman and Loeb talk about how alternative routes to becoming a teacher have grown throughout the past few decades. The necessity for teachers is mainly in urban areas as this is where most teacher shortages occur. They discuss how subjects such as math and science are
Education As the educational system continues to come under increasing amounts of scrutiny, the teacher is ultimately at the fulcrum of pressure. They are required to digest new educational theory and sort out the wheat from the chaff. They are asked to manage increasing levels of diversity in the classroom, and students who come to class across a widening spectrum of preparedness. At the same time, they are expected to be
Supervision, Consultation and EMS Supervision Supervision, Consultation and Emergency Management Systems CLINICAL SUPERVISION According to the majority of educators in the field, clinical supervision is the most appropriate practice. This is quite worrying and confusing especially considering that there has been little research on the subject, both in qualitative and quantitative methods. The main reason that makes the theory to be extremely popular in spite of its short comings and is all tied to
Education Need for Study Roles and Responsibilities of Assistant Principals Historical Perspective of Assistant Principal Roles Prior and Current Research Studies of Assistant Principal Roles Assistant Principals and Use of Instructional Leadership Transforming Assistant Principals into Instructional Leaders: Key Obstacles General consensus indicates that the role of the assistant principals should move beyond its traditional clerical and disciplinary heritage to evolve to instructional leaders that deal with curriculum development, teacher and instructional effectiveness, clinical supervision, staff development
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