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EFFECTIVE TEACHER SUPERVISION.
Term Paper ID:30263
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Essay Subject:
Describes an effective supervisory system.... More...
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5 Pages / 1125 Words
7 sources, 8 Citations,
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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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In summary then, the process required for developing an effectiveteacher supervisory system must include strategies and methods forfostering cooperation, communication and collaboration between programplanners. Summary This study described an effective teacher supervisory system, notingthat effective planning requires the use of methods for fosteringcooperation, communication and collaboration between program planners; andthat stipulations must be made of: program policy, program goals, teachercompetency and teacher assessment. NASSP Bulletin, 81(586), 94-1 . Kauffman, D. Perkins, S.J. Journal of Curriculum andSupervision, 13(3), 235-254. (1999). Clearing House, 71(3), 169-174. & Glanz, J. On becoming a peer coach: Practices, identities,and beliefs of inexperienced coaches. According to Weasmer and Woods (1998), theseinclude: the stipulation of supervisory policy, the specification ofprogram goals, and the articulation of what constitutes a competentteacher delineated not only abstractly but also operationally usingconcrete behavioral terms. The planners must then set forth program policy, and programgoals as well as delineations of what constitutes competency and howteachers are to be assessed. Also, the process needs to includesome strategies and techniques for increasing cooperation and efforts mustbe made to make sure that all communication processes are understood, evenif this means a good deal of repetition and reiteration in developmentmeetings. Two basic categories of components can beidentified here: (1) components that assist supervisory efforts; and (2)components used in teacher assessment. Makibbin, S.S. The most important element of whatever assessment methodselected, according to the authors, is that it be performance based. (1998). Those elements associatedwith high levels of program success in terms of providing teachers withmost of what they feel they most require and enjoy in supervision, werethen abstracted out from the various publications and used to develop anddescribe the system that is presented in this report. Regarding assessment, Weiss and Weiss (1998) report that there aremany new options available for use by schools and supervisors for assessingteachers. Two categories of components were saidto be needed: (1) assistance components such as the use of a coachingapproach; and (2) assessment components such as those used in performance-based evaluation. Regarding components that assist, in Hazi, and Glanz's (1997)research,coaching activities got very positive ratings. (1998). (1997). In order to determine the system that best fulfills theserequirements, an extensive review of the literature was conducted forteacher supervisory systems (both how to design and implement them) whichtend to foster these characteristics in teachers. Using these and/or other methods more applicable to a givenschool should be used as assessment components in an effective teachersupervisory system. ED 4 7 715). ERIC Digest(ERIC Document Reproduction Service No. References Hazi, H.M. Supervision of student teachers. (1998). 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 strongvehicle for focusing on curriculum, staff development, teacherempowerment, and the provision of teachers with practice and improved self-direction in their profession. (1997). Weasmer, J. Kauffman lists the strongest barriers as:incongruent role expectations of the program by those involved in itsdevelopment and implementation, lack of substantive communication amongplanners and implementers, and lack of collaboration (usually tied to poorcommunication). Components of the System What components are included in the effective supervisory system,components that operate to validate their skills, to increase their senseof professional power, and provide them with a foundation that lends itselfto continued career development? & Sprague, M.M. ED 344 873). Process for Developing The System According to Kauffman (1992), the design and development of anyteacher supervisory system, if it is to be effective in empowering teachersand providing them with a foundation for continued career success, mustbegin the process with an understanding of the barriers to effectivesupervision and then include in the program design, process and structuresthat break down these barriers. Facilitating success for newteachers. In general, theseprograms in which teachers support and instruct other teachers on-the-jobnot only benefit beginning teachers but also assist experienced teachers tofurther develop their skills. Similarly the Interstate New TeacherAssessment and Support Consortium has worked with the National Council forthe Accreditation of Teacher Education to create core standards definingknowledge, dispositions and performances essential for all beginningteachers. Within this context, the development process should include a numberof additional features. Rationale for Selecting The System Zepeda and Pontecelli (1999), based on a large survey of teachers,reported that teachers viewed the most effective and satisfactory method ofteacher supervision as one which validates their skills, increases theirsense of power as instructors, provides them with some sort of mentoring orcoaching, and operates as a professional vehicle to career development.Therefore it seems reasonable to suggest that the effective teachersupervisory system will be a program that maximizes these desiredcharacteristics. Moreover, coaching has beenfound to produce high quality performance in diverse populations ofteachers (e.g., Perkins, 1998; Makibbin & Sprague, 1997). (ERIC DocumentReproduction Service No. In order to overcome these barriers, Kauffman (1992) recommends thatthe development process attempt to specify appropriate and clearconceptualizations of supervisory roles. The instructional coach: A newrole in instructional improvement. & Woods, A.M. According to the authors, these models stress accountabilitystandards and frequently are based upon teacher-directed models oflearning. & Pontecelli, J.A. Supervision traveling incognito: Theforgotten sister discipline of educational administration. (1992). Principal, 78(2), 4 -42 Zepeda, S. The purpose of this paper is to describe aneffective teacher supervisory system, emphasizing the processes used in itsdevelopment, and the components that comprise the system. All of these specifications must be not onlyabstract but concrete, presented in observable behavioral terms. Appraisal/supervision as a rational process withteaching as the central focus. For example the National Board for Professional Teaching Standards hasdeveloped a performance-based assessment system to recognize advancedcompetence among experienced teachers. Journal of Curriculum andSupervision, 14(1), 68-87. The paper beingswith a brief delineation of the system selected along with a rationale forits selection. Scott (1998) also notes that there must be aclear specification of how teachers are to be assessed or appraisedthroughout the program. At cross-purposes: What doteachers need, want and get from supervision? Scott, F.B.
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