School principals were invited to perform a reflective analysis of their teacher's supervision practices, with the goal of consolidating the knowledge derived from experience, developing appropriate methods, and adapting their interventions. Data were collected from 12 semi-structured interviews. The interview to the double method was used to…

Classroom observation is a crucial aspect of any system of teacher evaluation. No matter how skilled a teacher is in other aspects of teaching--such as careful planning, working well with colleagues, and communicating with parents--if classroom practice is deficient, that individual cannot be considered a good teacher. Classroom observations can…

Traditional systems of teacher evaluation are often ineffective because they rely on outmoded evaluative criteria, usually in the form of checklists; simplistic assessments, such as "needs improvement"; procedures that fail to differentiate between new and veteran teachers' experience and expertise; lack of consistency among evaluators;…

Preparing school administrators to promote effective instruction of English language learners (ELLs) is an important dimension of today's educational leadership programs, requiring innovative program activities. This study explores school leadership candidates' use of an observation tool targeted to ELL instruction that incorporated guided video…

This paper presents a review of research of teacher education and the formulation of a model of teacher development that encompasses five domains of knowledge. The model provides a curriculum and pedagogical framework for initial teacher education that links together the theoretical, practical and professional elements of teaching and learning.…

Learning and effective teaching are both complicated acts. However, many administrators, teachers, parents, and policymakers appear not to recognize those complexities and their significance for practice. Fueling this perception, recommendations from "isolated" research findings often neglect the complexities in learning and teaching, and when…

This article raises some inconsistencies observed in attachment teaching practice in Zimbabwe. The argument made is that these inconsistencies are caused by the different philosophical approaches informing attachment teaching practice and its delivery, which is largely visible in teaching practice supervision. The discussion shows that while…

Preschool programs for children with and without disabilities housed in public school settings have increased dramatically over the last decade. This study examined the perspectives of preschool teachers about who provides instructional supervision for their preschool programs and the behaviors these individuals use to influence their…

This paper describes the main gains resulting from student teachers' first contact with the teaching profession. The Inventory of Experiences and Perceptions at Teaching Practice (IEPTP) was used to assess the range of experiences of a sample of 224 student teachers on five dimensions of teaching practice: (1) learning and professional…

Online learning is growing rapidly as states and districts are creating new online schools, and existing programs are adding new courses and students. The growth reflects the spreading understanding that online courses and programs can serve a wide variety of students and needs. These include: (1) Creating opportunities for small and rural school…

Very few people would disagree that the work of the principal is multifaceted, hectic, and fraught with uncertainties, and given the ongoing press for accountability, the very work of the principal as instructional leader is shifting to ensure "results." There are myriad day-to-day activities that take principals away from the important work of…

Suggests an eight-step approach to student teacher observations to increase students' professional growth including simulation, peer-reaction, video review, practice teaching, audio review, real teaching, tape review, and post-observation conference. (RC)

Drawing inspiration from Shulman's (1986) construct of pedagogical content knowledge, we propose that leadership content knowledge is a missing paradigm in the analysis of school and district leadership. After defining leadership content knowledge as that knowledge of academic subjects that is used by administrators when they function as…

Agrees with the National Standards emphasis on the constructivist approach, stressing students applying their knowledge through active involvement. Reiterates the value of workshops and seminars in keeping teachers abreast of developments. Proposes publicizing successful strategies and supporting innovations. (MJP)

Papers by graduate students, and occasionally papers from their mentors which establish a context for the student papers, are organized by sponsoring University. Student papers presented are: (1) "A Husserlian Phenomenological Investigation of the Lived Experience of an Art Educator and Children" (Alan Wilson); (2) "Art in General…