Supervision and Instructional Leadership Interviews

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Essay #: 057146
Total text length is 5,956 characters (approximately 4.1 pages).

Excerpts from the Paper

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Supervision and Instructional Leadership Interviews
According to the U.S. Department of Education, “Characteristics of professional development that are identified as ‘high quality’ or ‘effective’ include a focus on content; in-depth, active learning opportunities; links to high standards, opportunities for teachers to engage in leadership roles; extended duration; and the collective participation of groups of teachers from the same school, grade, or department” (U.S. Dept. of Education, 2000, p.4).
The following interviews were conducted with three English/language arts teachers at a suburban middle school. Their views on professional development differed markedly although all three teach in the same school.
An administrator (Assistant...
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.....position. He pointed to an article in Principal Leadership as a model for the type of evaluation system he envisions (McNelly, 1999, pp.55-60.)
References
Lambert, M. (2009, October 7). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education. Retrieved February 2, 2010, from http://jte.sagepub.com/cgi/content/abstract/61/1-2/21
McNelly, T. (2002, December). Evaluations that ensure growth: Teacher portfolios. Principal Leadership. Retrieved February 2, 2010, from http://www.principals.org/Portals/0/Content/46988.pdf
United States Department of Education. (2000). Does professional development change teaching practice? Retrieved February 2, 2010, from http://www2.ed.gov/rschstat/eval/teaching/epdp/index.html