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Standards for Instructional Supervision: Enhancing Teaching and Learning
Info and Rating
Sections
« prev | next »- Henry St. Maurice and Perry Cook
- Etymology
- Historical Background
- Standards for Supervision
- Conclusions
- References
- where did they come from?
- Should There Be Standards for Instructional Supervision?
- Who Should Develop Standards?
- What Should Be the Process for Developing Standards?
- What Should Be the Scope of Supervision Standards?
- Supervision Processes
- Knowledge, Skills, and Dispositions
- Scope of Proposed Standards
- Should Standards Be Differentiated?
- How Should Standards Be Organized?
- Standards of Democratic Supervision
- Duncan Waite
- The Three Sides to Democratic Supervision
- Democratic Supervision: Goals, Contexts, and Rationales
- Supervising in More Democratic Ways
- Professional Development Activity
- Assessment
- Standards of Ethical Learning and Teaching
- Robert J. Starratt
- The Moral Character of School Learning
- Learning as Virtuous Activity
- The Realpolitic of Accountability
- Professional Development Activities
- Standards of Collegiality and Collaboration
- Sally J. Zepeda
- Standard 2: Successful Supervision Reduces Isolation
- Standards of Reflective Practice
- Daisy Arredondo Rucinski
- Background
- Why Is Reflective Practice Important?
- Some Background
- Reflective Practice Standards and Applications
- Developing and Assessing the Reflective Practice Standards
- Criterion for Assessment
- Conclusion
- Standards of Critical Inquiry
- John Smyth
- Rationale
- Standards for Critical Inquiry in Instructional Supervision
- Note
- Standards of Diversity
- Geneva Gay
- Nine Standards For and About Diversity
- Rationale for Standards on Education for Diversity
- Sample Professional Development Activity
- Assessment Criteria
- Standards for Clinical Supervision
- Elaine Stotko, Edward Pajak, and Lee Goldsberry
- Overview
- Standards for Clinical Supervision
- Standard 7: Clinical Supervision Models Special Qualities
- The Espoused Platform
- Active Listening
- Active Listening Moves
- The Activity
- A Final Thought About Standards
- Standards for Teacher Evaluation
- Patricia E. Holland
- Standards for Teacher Evaluation
- Why Standards for Teacher Evaluation Are Important
- Standards for Supervision of Professional Development
- Stephen P. Gordon
- Supervision Standards for Professional Development
- Standard 1: Successful Supervision Involves Participants
- References:
- Bernard Badiali
- Standards for Successful Curriculum Supervision
- Curriculum Platform Q-Sort
- Rating Guide for the Curriculum Platform Q-Sort
- Making Sense of Your Ratings
- Assessment Criteria:
- Standards for Supervision of Action Research
- Jeffrey Glanz
- Case Study
- Reflective Questions About Case Study
- Standards for Program Evaluation
- James F. Nolan, Jr
- Differences Between Evaluation and Research
- Evaluation Goals, Objectives, and Questions
- Identifying Data Collection Methods
- Ensure Validity and Reliability
- Making the Basis for Value Judgments Clear
- Evaluation Addresses Both Strengths and Weaknesses
- Formative and Summative Evaluation
- Standards of Democratic Supervision
- Standards of Ethical Learning and Teaching
- Standards of Reflective Practice
- Standards of Critical Inquiry
- Standards for Supervision of Professional Development
- Standards for Supervision of Curriculum Development
- Standards for Program Evaluation
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