Impact of Instructional Supervision on Student Achievement: Can We Make the Connection?

Autor/inn/en	Glanz, Jeffrey; Shulman, Vivian; Sullivan, Susan
Titel	Impact of Instructional Supervision on Student Achievement: Can We Make the Connection?
Quelle	(2007), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; School Supervision; Statistical Data; School Administration; School Culture; Surveys; Educational Change; Instructional Leadership; Accountability; Academic Achievement; Models; Professional Development; Administrator Role; Case Studies; Elementary Education; Instructional Improvement; Educational Testing; New York + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schulaufsicht; Schulkultur; Schulleben; Survey; Umfrage; Befragung; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Verantwortung; Schulleistung; Analogiemodell; Case study; Fallstudie; Case Study; Elementarunterricht; Unterrichtsqualität
Abstract	This paper reports on the final phase of a three-part study on the status of instructional supervision within several New York City public schools. In the first parts of the study the researchers found, through extensive use of surveys (questionnaires and interviews), that centralized educational reform had serious consequences for instructional supervision. Results indicated that in many instances principals, given many non-instructional duties, did not have the time to undertake continuous and meaningful supervision. Often, such supervision was relegated to coaches, neither trained in supervision nor given organizational authority to effectuate needed reforms to ensure quality teaching. Teachers in many cases indicated that supervision was perfunctory and evaluative. The researchers concluded that the highly centralized system of schooling that mandated prescribed curricula, added responsibilities for supervisors, and instituted narrow definitions of accountability aimed to, above all else, hold principals (and thus teachers) accountable for increases in student achievement transformed instructional supervision into a monitoring function, at its best. Several instances of effective models of supervision and professional development were discovered, however, despite bureaucratic and other non-school related constraints. These schools have had significant increases in student achievement levels as reported by State standardized tests. This last paper in the series summarizes some findings from one such successful school utilizing in depth methodologies aimed to uncover the relationship between supervisory practice and student achievement. The questions the study addressed were: What does supervision look like in an effective school and how do supervisors effectively work to influence teacher behavior that best promotes student learning? What impact does successful supervision have on student achievement? What can we learn from this case study that might inform the practice of supervision in other schools? Based on this tentative case study involving one school, findings indicate that supervision is purposeful, targeted, and central to promoting a school wide instructional program wherein student achievement is always at the forefront. Principal leadership is essential as is the establishment of a culture of teacher empowerment and collaboration. The paper concludes with some questions for continued study into the connection between supervision and student achievement. (Contains 5 tables.) (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10