Date of Award
10-31-1991
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Advisor
Charles Danowski
Committee Member
David S. Flight
Committee Member
Charles Faires
Keywords
administrator effectiveness, clinical supervision, colleague supervision, department chairs, differentiated supervision, feedback quality, instructional leadership, needs assessment, peer supervision, policies and procedures, professional development, school improvement, student perceptions, supervision effectiveness, supervisor feedback, teacher effectiveness, teacher evaluation, teacher-evaluation process, teacher performance, teacher supervision, teachers, professional growth, educational leadership, evaluation policies, evaluation procedures, school involvement, applied research, instructional improvement, supervisory practices, performance assessment, staff development, organizational change
Abstract
This report describes the effort for reducing the discrepancy between the perceived effectiveness of the clinical-supervision process and the teacher-evaluation process. The problem was originally noted when teachers rated the teacher-evaluation process substantially higher than the clinical-supervision process on separate school involvement needs assessments. A survey of students also indicated that there was a substantial difference between teachers they regarded as the “best” and those they regarded as “average.”
Analysis of the problem symptoms revealed that adopted teacher-evaluation policies and procedures were rated highly by teachers as a means of professional development. The lack of definitive policies and procedures for clinical supervision was the primary cause of the problem.
This major applied research project reduced all of the symptoms of the original problem as projected: increase the quality of feedback to teachers by supervisors; increased the effectiveness of supervision by administrators, department chairs/heads/coordinators, and colleagues; and reduced the discrepancy between the “best” and “average” teachers as rated by students. The practicum effort changed the policies and procedures for clinical supervision. Through a differentiated-supervision process, the professional development of teachers was viewed as a means of school improvement.
Comments
Page 145 Blurry
Missing page 174