Teacher Supervision and Evaluation Challenges: Canadian Perspectives on Overall Instructional Leadership

Autor/inn/en	Brandon, Jim; Hollweck, Trista; Donlevy, James Kent; Whalen, Catherine
Titel	Teacher Supervision and Evaluation Challenges: Canadian Perspectives on Overall Instructional Leadership
Quelle	In: Teachers and Teaching: Theory and Practice, 24 (2018) 3, S.263-280 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2018.1425678
Schlagwörter	Instructional Leadership; Teacher Supervision; Principals; Teacher Evaluation; Case Studies; Teacher Effectiveness; Foreign Countries; Interviews; Focus Groups; Observation; Field Studies; Notetaking; Canada + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Teacher appraisal; Lehrerbeurteilung; Case study; Fallstudie; Case Study; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Interviewing; Interviewtechnik; Beobachtung; Praxisforschung; Kanada
Abstract	This inquiry focuses on the "overall instructional leadership" approaches used by exemplary principals in three high performing Canadian provinces to overcome three persistent obstacles to effective teacher supervision and evaluation: (a) the management challenge, (b) the complexity challenge, and (c) the learning challenge. Analysis of data collected from interviews, focus groups, observations, field notes, documents, artifacts, and reflective research journals yielded the following four "assertions": (a) Shared, distributed, and collective approaches to overall instructional leadership deepen and widen impact. (b) Effective supervision and evaluation are part of a career-long continuum of practice that fosters teacher growth while ensuring quality teaching. (c) There are multiple learning pathways to effective overall instructional leadership. (d) Policy contexts that place teacher supervision and evaluation practice within a broader conception of overall instructional leadership are beneficial. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01