Supervision, Systems Thinking, and the Impact of American School Reform Efforts on Instructional Leadership

Autor/inn/en	Mette, Ian M.; Riegel, Lisa
Titel	Supervision, Systems Thinking, and the Impact of American School Reform Efforts on Instructional Leadership
Quelle	In: Journal of Cases in Educational Leadership, 21 (2018) 4, S.34-51 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458918759696
Schlagwörter	Leadership Effectiveness; Educational Change; Instructional Effectiveness; Accountability; Academic Achievement; Supervision; Summative Evaluation; Formative Evaluation; Feedback (Response) + Suchen Sie Ihr Suchwort? Führungseffizienz; Bildungsreform; Unterrichtserfolg; Verantwortung; Schulleistung
Abstract	This case was written to encourage educators to reflect on what it means to provide high-quality instructional supervision in an era of accountability when the American public education system is heavily influenced by reform efforts that affect how students learn and how teachers are supported as instructors, and pressures school systems face to produce student achievement. The intent of the case is to help leaders explore the difference between supervision (formative feedback intended to help teachers grow as instructors) and evaluation (summative feedback that determines employment decisions) 15 years past the introduction of No Child Left Behind. Educators using this case should also examine how systems thinking can be applied and/or misused to drive school reform and improvement initiatives. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01