2 edition of Supervision of teachers found in the catalog.
Supervision of teachers
Isobel L. Pfeiffer
Includes bibliographies and index.
|Statement||Isobel L. Pfeiffer, Jane B. Dunlap.|
|Contributions||Dunlap, Jane B.|
|LC Classifications||LB2801.A1 P43 1982|
|The Physical Object|
|Pagination||vi, 232 p. :|
|Number of Pages||232|
|LC Control Number||82008150|
Teacher Supervision as Professional Development * establishing a relationship planning with the teacher planning for observation * observing instruction analyzing the data from the observation planning for the conference conducting the conference renewing the initial planning- . A supervision group was defined by our facilitator as: “Communication between two or more staff, intended to enhance staff performance and effectiveness in carrying out the requirements of their post. A supervision group is a chance to reflect with others. The purpose of the group is not to tell other people what to do. Nor is it a therapy group.
Teaching portfolio: is a process of supervision with teacher-compiled collection of artifacts, reproductions, testimonials, and student work that represents the teacher’s professional growth and abilities used to support and enrich mentoring and coaching relationships (Riggs & Sandlin, , Sergiovanni & Starratt, ).File Size: KB. While supervision is recognized as a crucial aspect of organized education, it has received less attention than it deserves. This book treats educational supervision as a cooperative problem-solving process, rather than an aversive inspection for staff deficiencies. Part I describes benefits of the developmental approach. Part II focuses on the administrative organization of supervision and Cited by:
Supervision Defined n“Supervision of instruction is what school personnel do with adults and things to maintain or change the school operation in ways that directly influence the teaching process employed to promote pupil learning.” HarrisFile Size: 36KB. The trauma students experience can affect teachers too, physically and emotionally. So schools in Detroit are helping teachers process their interactions with students and better understand their own trauma using reflective supervision.
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The most practical text in the field, this book provides clear, hands-on guidance for supervising teachers and encouraging professional growth. It presents a widely accepted and flexible model of clinical supervision as well as numerous research-based and field-tested strategies.4/5(3).
Known as the most practical text in the field, Clinical Supervision and Teacher Development, 6 th edition provides clear, Supervision of teachers book guidance for supervising teachers and encouraging their professional growth. Updated throughout to reflect the latest in research and theory, the text presents a widely accepted and flexible model of clinical supervision as well as numerous research-based and field Cited by: However, clinical supervision proved a time-consuming and work-intensive process leading to the idea of Thomas Sergiovanni and Robert Starratt for a complex supervisory system, which gives a formal teacher's evaluation once in three to five years and in-between monitoring of teacher's professional growth.
In their book "Supervision: A Redefinition" Sergiovanni and Starratt view supervision as a. SuperVision and Instructional Leadership: A Developmental Approach, with Enhanced Pearson eText -- Access Card Package (10th Edition) (What's New in Educational Administration & Leadership) by Carl D.
Glickman, Stephen P. Gordon, et al. Only 2 left in stock (more on the way). The authors include a unique focus on this blended model of supervision. Reflective Supervision and Leadership in Infant and Early Childhood Programs illustrates the foundations and frameworks of reflective practice and outlines ways to support reflective supervision in a wide variety of work settings/5(6).
This book aims to unpack one of the most difficult issues facing teacher education: What is the role of Supervision of teachers book in the development of teachers. The purpose of this chapter is to examine theory and research in supervision and evaluation and to place the contributions made by this book along a continuum of what we know about field supervision Cited by: 5.
The text's emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision have helped to redefine the meaning of This classic market leading text in instructional leadership and supervision continues to challenge the conventional purposes, practices, structure, and language of successful supervision/5.
And how do effective teachers interact with their students to promote the best opportunities and results for all. In Qualities of Effective Teachers, 3rd edition, James H. Stronge explores these questions and more as he synthesizes the literature on teacher effectiveness.
The result. A research-based framework for effective teaching that addresses:Cited by: The purpose of clinical supervision is to create a learning climate in which the teacher candidate can attain the skills of teaching.
The supervisor, using the clinical supervision approach, is able to supply data to the teacher candidate in a fair and equitable Size: KB. supervision, teaching be havior and low learner p The chapters in this book present an in-depth analysis of how an individual's predisposition towards modern and postmodern views of curriculum Author: Sunil Weerakoon.
Essentially, clinical supervision in education involves a teacher receiving information from a colleague who has observed the teacher's performance and who serves as both a mirror and a sounding board to enable the teacher to critically examine and possibly alter his or her own professional practice.
The author believes that principals’ instructional supervision and effective KM can facilitate the professional development of teachers.
The author also believes the readers can know the relationships among them, and teachers’ professional development can be improved through principal’s instructional supervision and teachers’ KM : Chien-Chin Chen.
of supervision focuses on “helping teachers discover and construct professional knowledge and skills,” in contrast with the established practice of “reinforcing specific prescribed teacher behavior and skills” (p.
File Size: KB. In a follow-up to his earlier book, Developmental Supervision, distinguished educator and author Carl D. Glickman provides instructional leaders—supervisors, principals, and teachers—with practical guidance and thoughtful insight to help them succeed as they work with teachers to.
Supervision has been conceived as the improvement of teaching and learning process for the ultimate benefit of the learner who is regarded as the pivot of : Chrisantus Oden.
Teacher education programs can make a difference to student achievement depending on the type of education program and support that is put in place. Specific factors such as the years of teacher training (initial and inservice), the teacher’s verbal fluency, subject matter knowledge, having books and materials and knowing how to use them.
Educational supervision has historically sought to improve the quality of teaching. This book is a text for undergraduate and graduate students who are engaged in the study of issues in educational.
BEHAVIOR, *TEACIER SUPERVISION, VERBAL COMMUNICATION. This booklet suggests new methods to personalize supervision by giving teachers and supervisors more concrete techniques and information with which to develop.
their. abilities. Examination of several teaching and supervisory studies provides insights into. the supervisory role and teacher File Size: 2MB. Educational supervision has historically sought to improve the quality of teaching.
This book is a text for undergraduate and graduate students who are engaged in the study of issues in educational supervision; it is a compendium of informed commentaries on current issues written by prominent scholars in the field.
The first part (12 chapters) presents contrasting viewpoints on critical issues Cited by: Teacher Self-Supervision book. Read 6 reviews from the world's largest community for readers.
Many, perhaps even most schools, are not reaching their pot /5. supervision and organization of professional development programmes for basic school teachers. The findings of the study may also help to understand relevant issues in educational supervision at Winneba, and in the Efutu Municipality in the Central Region of Ghana in general.
The study therefore sought to answer the following questions:File Size: KB.practice of supervision; 4) lack of understanding of the scientific supervisor of substance related to the field of study is taught by each teacher.
Second, from the teacher; 1) a commitment to low quality; 2) the motivation of many teachers who work solely for the pursuit of prosperity. Keywords: effectiveness, academic supervision, teacher 1.Principles of Good Practice - Teachers and Supervisors of Teachers View this PGP as a PDF file.
Preamble: The following principles provide common ground for interaction between independent school professionals and their many constituents (parents, students, colleagues at other schools, and the public).The NAIS Principles of Good Practice for member schools define high standards and ethical.