Teacher supervision and evaluation challenges: Canadian perspectives on overall instructional leadership

Brandon, Jim; Hollweck, Trista; Donlevy, J. Kent; Whalen, Catherine

doi:10.1080/13540602.2018.1425678

Cited by 38 publications

(29 citation statements)

References 18 publications

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“…Unfortunately, results from this research echo findings from a recent OECD (2016) study that found, "a vast majority of principals act as instructional leaders, but about one-third still rarely engage in instructional leadership actions" (p. 28). Findings also corroborate a number of recent studies that have investigated and confronted the challenges associated with providing effective instructional leadership (Brandon et al, 2018;Brandon et al, 2016;Canadian Association of Principals, 2014;Schleicher, 2015).…”

Section: Growthsupporting

confidence: 85%

“…• The purpose of instructional supervision must be clarified and communicated more effectively to and from all members of the educational organization. This purpose should emphasize, as its focus, growth and improvement of teaching and student learning (Blase & Blase, 1998;Brandon et al, 2018;Robinson, 2011;Timperley, 2011a;Zepeda & Lanoue, 2017). • Supervision should be varied and differentiated so that all teachers are engaged in a range of individual, small group, peer, and collective instructional supervision approaches clearly focused on building and supporting quality professional practice on an ongoing basis (Brandon et al, 2018;Brandon et al, 2016;Glickman, Gordon, & Ross-Gordon, 2017;Le Fevre & Robinson, 2014;Marshall, 2013;Pajak, 2003;Robinson, 2011;Timperley, 2011b;Zepeda & Lanoue, 2017).…”

Section: Resultsmentioning

confidence: 99%

“…of supportive practices, such as: coaching, critical inquiry, study groups, staff development, and action researchall of which are intended to promote teacher growth rather than evaluate teacher performance (Brandon, Hollweck, Donlevy, & Whalen, 2018;Glickman, 1992). Either way, the various use of terms is problematic for educational leadership and instruction more broadly, as the field of education is replete with loose rhetorical labels, buzzwords, and elastic concepts stretched across myriad divergent ideas.…”

Section: Growthmentioning

confidence: 99%

See 2 more Smart Citations

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

Adams¹,

Mombourquette²,

Brandon³

et al. 2018

ubsw-j-jes.ubiquityjournal.website

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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).

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Section: Growthsupporting

confidence: 85%

Section: Resultsmentioning

confidence: 99%

Section: Growthmentioning

confidence: 99%

See 1 more Smart Citation

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

Adams¹,

Mombourquette²,

Brandon³

et al. 2018

ubsw-j-jes.ubiquityjournal.website

Self Cite

View full text Add to dashboard Cite

show abstract

“…Using this finding as a guide, school heads can place a sizeable emphasis on this dimension of instructional leadership in the course of their daily duties. The vast body of research into instructional leadership concurs with this finding (Brandon, Hollweck & Donlevy 2018, Harris, Jones, Soon, Devadason & Adams 2017, DiPaola & Hoy 2014, Bendikson, Robinson & Hattie 2012, Danielson, 2011, Range, Scherz, Holt & Young 2011, Marzano, Frontier & Livingston 2011. For instance, in a study of 100 urban school heads conducted over a period of 3 years, Grissom, Loeb & Master (2013) found that teacher evaluation, among others, is a predictor of positive student academic achievement.…”

Section: Resultsmentioning

confidence: 83%

Binary Logistic Regression Analysis of Instructional Leadership Factors Affecting English Language Literacy in Primary Schools

Sio

Ismail

2019

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This paper discusses the factors contributing to student achievement in English language literacy in primary schools within Sibu division, Sarawak, Malaysia. The study involved 694 teachers who taught in 105 lower primary schools. Binary logistic regression was applied to predict the instructional leadership's influence on student achievement in literacy. The findings revealed that one dimension of instructional leadership-supervising and evaluating instruction-emerged as strong predictors of literacy. The result indicated that schools were more than 17 times more likely to achieve 100% literacy rate when the instruction processes were supervised and evaluated by the headmasters. Supervision and evaluation of instruction had a positive influence on students' achievement for English language literacy, hence making this a possible course of action for school heads. More comprehensive studies are needed to ascertain its consistency as well as investigating other predictors for literacy.

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“…Scholars in this community analyze the values and beliefs embedded in written policy that are intended to improve instruction (Hazi & Ruczinski, 2009;Hazi, 2019) and that are often used as levers to influence practices (Wieczorek, Aguilar, & Mette, 2019;Zepeda, 2019b). Additionally, this discourse community tends to question how states and providential government agencies might play a greater role if they were to consider organizational learning frameworks in their policy development that could be used to influence more informed supervision and professional growth practices (Adams et al, 2018;Brandon, Hollweck, Donlevy, & Whalen, 2018;Paufler & King, 2019, Sox, 2019.…”

Section: Policy Analysismentioning

confidence: 99%

Untitled

2019

JES

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This article reviews the various discourse communities that can be found throughout the field of supervision. Over the last several decades, the field has largely struggled with its identity. The struggle to define supervision, as well as supervision scholarship being forced to travel incognito to survive (Glanz & Hazi, 2019), has largely been due to a lack of an academic journal to serve as a publishing venue dedicated solely to issues of educational supervision. As the Journal of Educational Supervision continues to evolve from inception to fruition (Mette & Zepeda, 2019), it is important to keep supervision discourse communities vibrant and growing, as well as to help the field move forward. Additionally, supervision scholars must acknowledge the realities of policies facing practitioners in order to better bridge the research-practice-policy gap. The continual development of these five discourse communitiesas well as any cross-pollination among them and preparation for emergent discourse communitiesis paramount to the future of supervision.

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Teacher supervision and evaluation challenges: Canadian perspectives on overall instructional leadership

Cited by 38 publications

References 18 publications

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

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

Binary Logistic Regression Analysis of Instructional Leadership Factors Affecting English Language Literacy in Primary Schools

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