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 in high demand and people with backgrounds in either area usually are successful at taking an alternative route. The authors make a point to note that not all alternative programs are the same. They praise the Teach for American and New York City Teaching Fellows programs as being top rated and highly selective, thus garnering the best candidates. Teach for American and New York City Teaching Fellows programs generally recruit applicants from competitive schools which is why both programs have been so successful. These two programs have been extremely competitive with the traditional four-year undergraduate degree methods.
Kaye, Eileen Beverley. (2004). Turning the tide on marginal teaching. Journal of Curriculum and Supervision. 19(3), 234-258.
In this
Her definition of marginal teachers are those whose teaching practices are borderline unacceptable. She favors the collaborative approach which requires input and goal setting from both the teacher and the supervisor. Going a step further, she looks at the formative and summative methods of evaluation to find out if either or both approaches would be helpful for teachers falling into the marginal category. Kaye also looks at factors that may cause marginal teaching. She notes that certain supervisory methods could be the blame and says that all areas should be examined.
She favors the formative approach in dealing with schools having a large number of teachers that fall into this category. Kaye feels that when there are several teachers not performing well, the programs should be examined for ways to improve them instead of placing the blame on the teachers.
Professional Supervision Your belief about public education/professional training in general Public education is always mired in one or the other controversy and ongoing reforms is always the order of the day. From the basics of the nineteenth century, education has come a very long way. The basis of development of education models are seen to be contemporaneous in Britain and USA and most of the commonwealth. At the same time unique innovations
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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According to a British Study conducted on all students born in the first week of March 1958, and following them through adolescence and on until the age of twenty-three: There were no average differences between grouped and ungrouped schools because within the grouped schools, high-group students performed better than similar students in ungrouped schools, but low-group students did worse. Students in remedial classes performed especially poorly compared to ungrouped students
Supervision in the Criminal Justice Field Mentoring inmates Problems and challenges facing a criminal justice organization Supervision in the criminal justice system is an integral aspect of the inmate rehabilitation process. In this paper, we conduct an intensive investigation and examination of the supervisory problems as well as challenges that are unique to the criminal justice organizations. In our analysis, we provide the details of general supervision, management, leadership, personnel evaluation, motivation, mentoring
S. General Accounting Office (GAO) estimates' in 1991 stated that nearly 30% of those incarcerated had used drugs daily in the month before committing the offense for which they were in prison. By the year 2003 there were approximately 6.9 million individuals either on probation, in mail, or in prison which equals 32% of all U.S. adults residents or 1 out of every 32 adults. (U.S. Bureau of Justice Corrections
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