Reconstructing the Teacher-Administrator Relationship to Achieve Systemic Change

1995 ◽  
Vol 5 (6) ◽  
pp. 565-596 ◽  
Author(s):  
Wendy Poole
Keyword(s):  
School District ◽  
Professional Growth ◽  
Systemic Change ◽  
Teacher Supervision ◽  
Research And Practice ◽  
New Model ◽  
Shared Meanings ◽  
Teacher Supervision And Evaluation ◽  
Interpretive Process ◽  
Individual Professional

The transition from hierarchical to collegial relationships between teachers and administrators is examined within the context of a school district that implemented a new model of teacher supervision and evaluation. This new model called for teachers to assume responsibility and accountability for their individual professional growth, and it called for administrators to facilitate and coach teachers to become self-directed and self-evaluating. This transition required teachers and administrators to reconstruct meanings about the teacher-administrator relationship. Meanings constructed by teachers and administrators are examined, along with the interpretive process through which individual and shared meanings developed. Several implications for research and practice are provided.

Reflecting on Teacher Supervision and Evaluation

1996 ◽  
Vol 5 (4) ◽  
pp. 491-495
Author(s):  
John M. Jenkins
Keyword(s):  
Teacher Supervision ◽  
Werner Heisenberg ◽  
Teacher Supervision And Evaluation ◽  
Supervision And Evaluation

The very act of observing disturbs the system. — Werner Heisenberg

Reconceptualizing the Roles of Researchers and Teachers to Bring Research Closer to Teaching

2018 ◽  
Vol 49 (5) ◽  
pp. 514-520 ◽  
Author(s):  
Jinfa Cai ◽  
Anne Morris ◽  
Charles Hohensee ◽  
Stephen Hwang ◽  
Victoria Robison ◽  
...  
Keyword(s):  
School District ◽  
New Technologies ◽  
Data Gathering ◽  
Learning Opportunities ◽  
Learning Trajectories ◽  
Research And Practice ◽  
Changing Roles ◽  
Common Problems ◽  
Effective Lessons ◽  
Analyze Data

In this editorial, we elaborate our vision of the changing roles of researchers and teachers in a future world in which research has a much more direct and meaningful impact on practice (Cai et al., 2017). In previous editorials, we have described characteristics of this future world, including setting research agendas based on instructional problems teachers want to solve (Cai et al., 2017a), developing authentic partnerships between researchers and teachers and connecting multiple partnerships to solve common problems (Cai et al., 2017a, 2018a, 2018b), using new technologies to collect and analyze data on the relationships between students' instructional and learning histories that would enable teachers to plan more effective lessons (Cai et al., 2018a, 2018b), taking advantage of connected partnerships and new data-gathering technologies to build a knowledge base accessible to all teachers facing similar instructional problems (Cai et al., 2018a, 2018b, 2018d), and creating new incentives to appropriately reward researchers and teachers for improving the learning opportunities for all students across classrooms within their school district or state (Cai et al., 2017a). We have alluded to the changing roles this vision would require, including researchers developing hypothetical learning trajectories for concepts that are implicated in teachers' instructional problems (Cai et al., 2017b) and teachers accepting professional responsibilities for contributing to knowledge that improves instruction in all classrooms in their district or state rather than just in their own classroom (Cai et al., 2017a). In this editorial, we create a more complete picture of the new professional roles of researchers and teachers in this future world that intertwines research and practice.

A districtwide commitment to arts integration

2017 ◽  
Vol 98 (7) ◽  
pp. 29-33
Author(s):  
Eileen Mackin ◽  
Robert Mackin ◽  
John Obremski ◽  
Katherine McKie
Keyword(s):  
School District ◽  
Visual Arts ◽  
Middle Grades ◽  
Arts Integration ◽  
Department Of Education ◽  
School Systems ◽  
Regular Instruction ◽  
New Model ◽  
The U.S

Like many school systems in economically stressed parts of the country, the Everett, Mass., school district had cut back on arts instruction over the years, to the point where most students were getting only a single art class per week. But since 2013, and thanks to a grant from the U.S. Department of Education, Everett has designed and implemented a new model of arts integration in its elementary and middle grades, providing teachers with intensive support and coaching to help them combine their regular instruction with serious lessons in theater, the visual arts, design, and more.

scholarly journals A Thirty State Analysis of Teacher Supervision and Evaluation Systems in the ESSA Era

2020 ◽  
Vol 3 (2) ◽  
pp. 105-135
Author(s):  
Ian Mette ◽  
◽  
Israel Aguilar ◽  
Doug Wieczorek ◽  
◽  
...  
Keyword(s):  
Teacher Supervision ◽  
Evaluation Systems ◽  
Teacher Supervision And Evaluation ◽  
Supervision And Evaluation ◽  
State Analysis

scholarly journals Kenya Education Management Institute’s Capacity Building Programme and Public Primary School Head Teachers’ Competencies in Teacher Supervision in Uasin Gishu County, Kenya

2020 ◽  
pp. 46-53
Author(s):  
Josephine G. Ongori ◽  
Kisilu Kitainge ◽  
Lydia Kipkoech
Keyword(s):  
Capacity Building ◽  
Primary Schools ◽  
Professional Growth ◽  
Teacher Supervision ◽  
Head Teachers ◽  
Education Management ◽  
The Public ◽  
Building Program ◽  
Capacity Building Programme ◽  
Capacity Building Program

Aims: Education is the foundation and pillar of life. The study assessed the influence of Kenya Education Management Institute (KEMI’s) capacity building programme on head teachers' competencies in teacher supervision in public primary schools in Uasin Gishu County, Kenya. Study Design: The study adopted a descriptive survey research design. Place and Duration of Study: This study was conducted in Uasin Gishu County of North Rift region between January and March 2018. Methodology: It targeted six Sub-County Education Officers and 471 head teachers in public primary schools in the County. Simple random sampling was used to select 30% (141) of the public primary schools proportionately from each of the six sub-counties in the County. All the head teachers of the public primary schools selected participated in the study. Data was also collected from all the six Sub-County Directors of Education of Moiben, Wareng, Turbo, Kapseret, Ainabkoi and Soy. Data was collected using interviews and questionnaire. Data analysis using descriptive statistics was computed with frequencies, percentages, means, medians and standard deviations. The findings were then presented using, tables, charts and graphs. Results: Out of the 132 Head teachers, the research results indicated that there was a strong positive correlation between KEMI’s capacity building programme and head teachers’ competencies in teacher supervision, r (132) = 0.555, P = .05. KEMI should use the information from this study to organize teacher training programmes to improve their schools and put in place strategies to help enhance management practices in schools and ultimately the student academic achievement. The findings of the study may be importance to Kenya Education Management Institute (KEMI) in tailoring their training needs of head teachers to enhance professional development and leadership in schools. Conclusion: Based on the findings of the study, it can be concluded that KEMI capacity building program had enhanced head teachers’ competence in monitoring teacher’s performance in class and outside class, and helped them in cultivating good relationship with the teachers and building motivating climate to enhance teamwork among teachers. Further, the findings also indicates that KEMI capacity building program had helped them in appraising teacher’s performance objectively and helped them in providing teacher’s opportunity for professional growth, proper delegation of duties and it had enhanced the recommendation of teachers for upward mobility.

CMPC® Certification as a Milestone, Not a Millstone: A Response to Scherzer and Reel

2019 ◽  
Vol 13 (3) ◽  
pp. 345-350
Author(s):  
Robin S. Vealey ◽  
Nick Galli ◽  
Robert J. Harmison
Keyword(s):  
Professional Growth ◽  
Historical Context ◽  
Certification Program ◽  
Mental Performance ◽  
Certification Exam ◽  
Individual Professional

In this commentary, we respond to Scherzer and Reel’s concerns over the Certified Mental Performance Consultant® (CMPC®) certification program requirements, particularly the certification exam. A reframing is suggested, in which the exam and recertification requirements are viewed as exciting historical milestones and an opportunity for individual professional growth as opposed to a personal inconvenience. In addition, some historical context and rationale for specific aspects of the CMPC certification program are provided, including the rationale for the CMPC credential.

Community Power and Empowerment

2019 ◽  
Author(s):  
Brian D. Christens
Keyword(s):  
Social Power ◽  
Systemic Change ◽  
Well Being ◽  
Community Empowerment ◽  
Comprehensive Treatment ◽  
Empowerment Theory ◽  
Research And Practice ◽  
Community Power ◽  
Theory Research

Community Power and Empowerment is the most comprehensive treatment of empowerment theory to date. The book begins by situating empowerment with regard to community power, thereby addressing a long-standing ambiguity within empowerment theory, research, and practice. Next, chapters examine psychological, organizational, and community aspects of empowerment processes. A new orienting framework for studying and comparing community empowerment processes is developed. The outcomes and impacts of empowerment processes are specified across multiple pathways. Finally, the book provides recommendations for integrating research and practice to achieve the goals of empowerment: building and exercising social power for systemic change and improving community well-being.

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