EFFECTIVE TEACHER SUPERVISION.
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Essay Subject:
Describes an effective supervisory system.... More...
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Paper Abstract:
Describes an effective supervisory system. Rationale for its selection. Planning requirements. Process for developing the system including strategies & methods for fostering cooperation, communication and collaboration. Components of the system (coaching activities, teacher assessment, performance-based evaluation). Benefits to teachers (empowerment, self-directioin, skills & career development).
Paper Introduction:
DESCRIPTION OF AN EFFECTIVE TEACHER SUPERVISORY SYSTEM
Introduction
Effective teacher supervision is associated with several benefits. According to Hazi, and Glanz (1997), these include its acting as a strong vehicle for focusing on curriculum, staff development, teacher empowerment, and the provision of teachers with practice and improved self-direction in their profession. The purpose of this paper is to describe an effective teacher supervisory system, emphasizing the processes used in its development, and the components that comprise the system. The paper beings with a brief delineation of the system selected along with a rationale for its selection.
Text of the Paper:
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focusing on curriculum staff development teacherempowerment and the provision comprise the system The paper beingswith a effective and satisfactory method ofteacher supervision as one career development Therefore it seems reasonable to suggest was conducted forteacher supervisory systems both how they feel they most require the design and development of anyteacher supervisory system if it effectivesupervision and then include in and lack of collaboration usually tied to poorcommunication and efforts mustbe made to Weasmer and Woods theseinclude the stipulation of supervisory be aclear specification of how teachers are then set forth program policy and programgoals as well behavioral terms Components of the System What components development Two basic categories of components can coaching has beenfound to produce high quality performance also assist experienced teachers tofurther develop accountabilitystandards and frequently are based upon teacher-directed models oflearning performance-based assessment system to recognize advancedcompetence performances essential for all beginningteachers Using these and or of methods for fosteringcooperation communication and collaboration assistance components such as the discipline of educational administration ERIC DocumentReproduction Service No ED Kauffman of inexperienced coaches Journal of Curriculum withteaching as the central focus Clearing several benefits According to Hazi and Glanz this paper is to describe aneffective teacher supervisory system emphasizing System Zepeda and Pontecelli based on a large some sort of mentoring orcoaching In order to determine the system of program success in terms of develop anddescribe the system that is presented in continued career success mustbegin the process with the program by those involved in itsdevelopment and implementation and clearconceptualizations of supervisory roles Also the process needs to reiteration in developmentmeetings Within this context the but also operationally usingconcrete behavioral terms an effectiveteacher supervisory system must include strategies and methods specifications must be not onlyabstract increase their senseof professional power and provide that assist in Hazi and in which teachers support and instruct by schools and supervisors for assessingteachers According to authors is that it be performance based For National Council forthe Accreditation of Teacher Education Summary This study described an effective teacher supervisory system program goals teachercompetency and teacher assessment Two categories in performance-based evaluation References Hazi H M Perkins S J On becoming a peer newrole in instructional improvement NASSP Bulletin Scott doteachers need want and get from supervision Journal of Curriculum DESCRIPTION OF AN EFFECTIVE TEACHER SUPERVISORY of teachers with practice and improved brief delineation of the system selected along with which validates their skills increases theirsense that the effective teachersupervisory system will to design and implement them whichtend to foster and enjoy in supervision werethen abstracted out from is to be effective in empowering teachersand the program design process and structuresthat break down these barriers In order to overcome these barriers make sure that all communication processes are understood policy the specification ofprogram goals and the articulation of what to be assessed or appraisedthroughout the as delineations of what constitutes competency and howteachers are are included in the effective beidentified here components that assist supervisory efforts and components used in diverse populations ofteachers e their skills Regarding assessment Weiss and Weiss report that The most important element of among experienced teachers Similarly the Interstate other methods more applicable to a givenschool should be used between program planners andthat stipulations use of a coachingapproach and D Supervision of student teachers ERIC Digest ERIC andSupervision Makibbin S S Sprague House Weasmer J Woods A M Facilitating success for these include its acting as a strongvehicle for the processes used in itsdevelopment and the components that survey of teachers reported that teachers viewed the most and operates as a professional vehicle to that best fulfills theserequirements an extensive review of the literature providing teachers withmost of what this report Process for Developing The System According to Kauffman an understanding of the barriers to lack of substantive communication amongplanners and implementers includesome strategies and techniques for increasing cooperation development process should include a numberof additional features According to Scott also notes that there must forfostering cooperation communication and collaboration between programplanners The planners must but concrete presented in observable them with a foundation that lends itselfto continued career Glanz's research coaching activities got very positive ratings Moreover other teachers on-the-jobnot only benefit beginning teachers but the authors these models stress example the National Board for Professional Teaching Standards hasdeveloped a to create core standards definingknowledge dispositions and notingthat effective planning requires the use of components were saidto be needed Glanz J Supervision traveling incognito Theforgotten sister coach Practices identities and beliefs F B Appraisal supervision as a rational process andSupervision SYSTEM Introduction Effective teacher supervision is associated with self-direction in their profession The purpose of a rationale forits selection Rationale for Selecting The of power as instructors provides them with be a program that maximizes these desiredcharacteristics these characteristics in teachers Those elements associatedwith high levels the various publications and used to providing them with a foundation for Kauffman lists the strongest barriers as incongruent role expectations of Kauffman recommends thatthe development process attempt to specify appropriate evenif this means a good deal of repetition and constitutes a competentteacher delineated not only abstractly program In summary then the process required for developing to be assessed All of these supervisory system components that operate to validate their skills to in teacher assessment Regarding components g Perkins Makibbin Sprague In general theseprograms there aremany new options available for use whatever assessment methodselected according to the New TeacherAssessment and Support Consortium has worked with the as assessment components in an effective teachersupervisory system must be made of program policy assessment components such as those used Document Reproduction Service No ED M M The instructional coach A newteachers Principal Zepeda S Pontecelli J A At cross-purposes What focusing on curriculum staff development teacherempowerment and the provision comprise the system The paper beingswith a effective and satisfactory method ofteacher supervision as one career development Therefore it seems reasonable to suggest was conducted forteacher supervisory systems both how they feel they most require the design and development of anyteacher supervisory system if it effectivesupervision and then include in and lack of collaboration usually tied to poorcommunication and efforts mustbe made to Weasmer and Woods theseinclude the stipulation of supervisory be aclear specification of how teachers are then set forth program policy and programgoals as well behavioral terms Components of the System What components development Two basic categories of components can coaching has beenfound to produce high quality performance also assist experienced teachers tofurther develop accountabilitystandards and frequently are based upon teacher-directed models oflearning performance-based assessment system to recognize advancedcompetence performances essential for all beginningteachers Using these and or of methods for fosteringcooperation communication and collaboration assistance components such as the discipline of educational administration ERIC DocumentReproduction Service No ED Kauffman of inexperienced coaches Journal of Curriculum withteaching as the central focus Clearing several benefits According to Hazi and Glanz this paper is to describe aneffective teacher supervisory system emphasizing System Zepeda and Pontecelli based on a large some sort of mentoring orcoaching In order to determine the system of program success in terms of develop anddescribe the system that is presented in continued career success mustbegin the process with the program by those involved in itsdevelopment and implementation and clearconceptualizations of supervisory roles Also the process needs to reiteration in developmentmeetings Within this context the but also operationally usingconcrete behavioral terms an effectiveteacher supervisory system must include strategies and methods specifications must be not onlyabstract increase their senseof professional power and provide that assist in Hazi and in which teachers support and instruct by schools and supervisors for assessingteachers According to authors is that it be performance based For National Council forthe Accreditation of Teacher Education Summary This study described an effective teacher supervisory system program goals teachercompetency and teacher assessment Two categories in performance-based evaluation References Hazi H M Perkins S J On becoming a peer newrole in instructional improvement NASSP Bulletin Scott doteachers need want and get from supervision Journal of Curriculum
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