Evaluation Of The New Edition Includes Supervision

Taking what happened in the interactions and decided what category of class management was being utilized out of our possibilities. Also, how Junie B. reacted to each style of teaching whether is was a positive or negative interactions and whether it had a positive or negative reaction correlating with it. After deciding what our topic was going to deal with we decided to pull examples from real life that also illustrated our main ideas, so, the group also pulled examples of classroom management from bulletin boards seen in classrooms at the schools Raymond F Brandes and Creston that included clip system of disciplinary action, expectations of reading comprehension in grade levels, and a smiley to frown face disciplinary system.

When asked what were the most challenging issues in supervision, Ms. Lord stated that dealing with personality differences, supervisee resistance, and training management were issues that stood out the most for her. Ms. Lord described herself as a team player who will do what is necessary to serve her students so if she needs to stay at work later than normal, perform tasks that aren’t necessarily in her job description, etc. that is what she will do. She

Goldhammer, R. 1969 Clinical Supervision: Special Methods for the Supervision of Teachers. New York: Holt Rinehart & Winston

For the second practicum, I was asked to be engaged for fifty hours on several administrative activities. For this assignment, I completed the following five activities: (1) working on the parent, student, and teacher handbook, (2) pre-interviewing possible teacher candidates, (3) observing a safety meeting, (4) data analysis, and (5) participating in a board meeting. This segment of the paper will discuss these aforementioned activities along with a reflection on these activities.

As a clinician, I work full time in a school and prn in the skilled nursing facilities. Being able to learn about the many topics of supervision throughout both semesters has been rewarding. Even though I have never supervised a student before, I will take the skills that I have learned and apply it into my work environment in the future. ASHA (2008) states an effective supervision facilitates the development of clinical competence in supervisees at all levels of practice, from students to certified clinicians. Clinical supervision is a collaborative process with shared responsibility for many of the activities involved in the supervisory experience. When supervising, I would collaborate with my supervisee(s) to make sure that we are one accord

According to (Bernard & Goodyear, 2009, p 437-438), discrimination mode, supervisors focus on the following skills of that can help supervisees with include Intervention skills, Conceptualization skills, personalization skills, and other skills that supervisor focus on in areas such as Teacher, Counselor, Consultant. Supervisor employs the theory-based

Additionally, research has been done that examines the perceptions of school counselor effectiveness, as well as the usefulness of available supervision (Borders & Usher, 1992; Henderson & Lampe, 1992). During a school counseling master’s education program, there is ample supervision, both on-site and through the university, during the practicum and internship field experiences (Peterson & Deuschle, 2006; Studer & Oberman, 2006). However, it has been noted that clinical supervision of school counselors post-graduation has not been utilized in the most effective way (Linton & Deuschle, 2006). Several studies have examined the reason behind the lack of effective supervision within a school setting. Some researchers suggest that there is incongruence between the daily tasks of school counselors and models of clinical supervision most often utilized (Luke, Ellis, & Bernard, 2011). There also appears to be limited research on whether school counselor directors are being provided “best practices” methods of formal education and training for their positions.

Educational leadership has changed and evolved through the years as a result of dramatic changes in the school culture, student demographics, environment, science, technology, and economy. Given the complexity and unpredictability of the demanding challenges to educate all children, prospective school leaders may find it desirable to define their own beliefs about instructional supervision and evaluation as they prepare for the rigor of school leadership practice. While enacting supervision, a supervisor is guided by certain values, assumptions, beliefs, and opinions that support the purpose and process of supervision (Sergiovanni & Starratt, 2006). This can be described as the supervisor’s

However, The subject leader is not just the machine that carries out guidelines, policies and enforces the orders from the superior, but it should more address the relationships with relevant others and related performance hoped of a post holder (Adey,1988; Ribbins, 1988; Webb and Luons, 1982). The role-set of the subject leader should involve not only to be teachers, but also their subject leaders, head teachers, governors, parents and student (David, 2001). As an intermediary, the subject leader should accommodate the relationship between all aspects. Therefore, apart from the job of teaching and learning, the more crucial issue for the subject leader is how to deal with these relationships. Furthermore,

As a young educator that is learning about the different models of authority, I found Levin’s approach of description with accompanying graphic organizers extremely helpful, especially with the bulk of this reading. The bulk of this chapter goes into the characteristics associated with the teacher authority bases. This section follows the pattern of a few paragraphs about each basis followed by a few paragraphs discussing the impact of the basis on the success/failure ratio, motivation, and self esteem associated with the students. The amount of specific content with the different bases can be quite overwhelming, but Levin provides a beautiful graphic organizer that provides each basis and its respective characteristics. I was greatly appreciative for the graphic organizer because now I have a tool in case I need to dissect my authority model in my classroom. Levin provided great information for educators, and also provided wonderful graphic organizers for individuals who are seeking specific bits of

The proposed workshop must take in consideration training supervisors in peer coaching. Peer coaching is beneficial for both supervisory and teaching practices. It enables supervisors to provide directed assistance to every teacher and helps teachers improve their instructional skills and address their immediate instructional issues. Glickman (2010) views peer coaching as a supervisory approach that helps teachers “confide in, improve and move with each other towards collective actions.” In particular, peer coaching provides a strong system of support as teachers seek to implement new strategies, examine practices, transfer skills and put in-service learning in action. According to Zepeda (2010), peer coaching promotes teacher’s growth and development. Moreover, it leverages face-to-face interaction, thus, promoting relationship building and strong collegiality towards collective improvement and institution effectiveness. Supervisors using peer coaching as a clinical and differentiated form of supervision break the isolation found in most k-12 and empower teachers by placing them at the center of their own leaning (Zepeda, 2012). Teachers who participate in peer coaching are more secure and better connected, and certainly, in a better position to solve their own instructional issues and problems, as well as, find innovative ways to teach, thus benefiting themselves, their colleagues and their institutions (Hooker, 2013).

“There is an unequivocal correlation between student achievement and teacher quality.” Direct supervision and evaluation of teachers should effectively address teacher quality, and thereby effect student learning and achievement. Bret Range, an associate professor of educational leadership at the University of Wyoming has written two papers and maintains a blog related to teacher supervision. His research indicates, “the key to teacher development lies within well-planned teacher supervisory activities.”

After completing the self-assessment for module #2, I was a bit surprised to discover I scored 40% in directive supervision and 40% in nondirective supervision. Before completing this assessment I thought for sure I would score higher in collaborative supervision. However, after learning more about Glickman’s supervisory approaches, I quickly realized that my definition of collaborative supervision was not accurate. I thought collaborative supervision was one size fits all. I believed teachers needed and wanted reflective problem solving with the goal of working together to figure out a solution. What I didn’t take into consideration is where the teacher was in their personal and professional development. It makes sense to me now how collaborative

Lee Canter’s assertive discipline model is likely most often used in classrooms where the teacher operates under a legitimate authority base. While studies show that students learn best in classrooms where teachers display efferent or expert authority bases, I believe that there is some definite value in using a legitimate authority base when it comes to class discipline and management. The assertive discipline model encourages teachers to be proactive and anticipate that students will break the rules (Canter, ) Another main focus of Canter’s model is using assertive command, which means the teacher does not retreat to a nonassertive passive stance or to a hostile response when students misbehave, but rather repeats the rule to the student over and over before making a corrective action. I believe that using assertive command in the classroom allows students the chance to correct their actions and think

Supervision is a way of advising, guarding, refreshing, encouraging, stimulating, improving and over seeing their cooperation in order for the supervisor to be successful in their tasks or supervision. Ogunu (1998:128) defines supervision as the art of overseeing the activities of teachers and other educational workers in a school system to ensure that they conform with generally accepted principles and practice of education and the stipulated policies and guidelines of education authority which controls the system of education and providing professional guidance to them (school