A Study of Teacher Growth, Supervision, and Evaluation in Alberta: Policy and Perception in a Collective Case Study

Autor/inn/en	Adams, Pamela; Mombourquette, Carmen; Brandon, Jim; Hunter, Darryl; Friesen, Sharon; Koh, Kim; Parsons, Dennis; Stelmach, Bonnie
Titel	A Study of Teacher Growth, Supervision, and Evaluation in Alberta: Policy and Perception in a Collective Case Study
Quelle	In: Journal of Educational Supervision, 1 (2018) 2, S.1-16, Artikel 1 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Teacher Supervision; Teacher Evaluation; Faculty Development; Educational Policy; State Policy; Teacher Attitudes; Principals; Superintendents; Administrator Attitudes; Teachers; Canada + Suchen Sie Ihr Suchwort? Ausland; Teacher appraisal; Lehrerbeurteilung; Politics of education; Bildungspolitik; Lehrerverhalten; Principal; Schulleiter; Schulrat; Lehrer; Lehrerin; Lehrende; Kanada
Abstract	Teacher effectiveness has long been identified as critical to student success and, more recently, supporting students attaining the skills and dispositions required to be successful in the early 21st century. To do so requires that teachers engage in professional learning characterized as a shift away from conventional models of evaluation and judgment. Accordingly, school and system leaders must create "policies and environments designed to actively support teacher professional growth" (Bakkenes, Vermunt, & Webbels, 2010). This paper reports on the Alberta Teacher Growth, Supervision, and Evaluation (TGSE) Policy (Government of Alberta, 1998) through the eyes of teachers, school leaders, and superintendents. The study sought to answer the following two questions: (1) To what extent, and in what ways, do teachers, principals, and superintendents perceive that ongoing supervision by the principal provides teachers with the guidance and support they need to be successful? and, (2) To what degree, and in what ways, does the TGSE policy provide a foundation to inform future effective policy and implementation of teacher growth, supervision, and evaluation? Results affirm international findings that although a majority of principals consider themselves as instructional leaders, only about one third actually act accordingly (OECD, 2016). (As Provided).
Anmerkungen	University of Maine College of Education and Human Development. 334 Merrill Hall, University of Maine, Orono, ME 04469. Web site: https://digitalcommons.library.umaine.edu/jes/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01