Bridge over Troubled Waters: Training for Department Level Supervisors.

Autor/inn/en	Cook, Gillian E.; Skipper, Barbara L.
Titel	Bridge over Troubled Waters: Training for Department Level Supervisors.
Quelle	(1986), (18 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Departments; Elementary Secondary Education; Instructional Improvement; Program Design; Seminars; Staff Development; Supervisory Training; Teacher Effectiveness; Teacher Improvement; Teacher Supervision; Teaching Methods; Training Methods; Workshops + Suchen Sie Ihr Suchwort? Department; Abteilung; Unterrichtsqualität; Programme design; Programmaufbau; Programmplanung; Seminar; Personnel development; Personalentwicklung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Didaktik; Trainingsmaßnahme; Lernwerkstatt; Schulung
Abstract	A clinical supervision training program has provided department level coordinators with support in their role as a bridge between administrators and teachers in six high schools and nine middle schools in a San Antonio, Texas, school district. This paper identifies major characteristics of the training program's model, describes the program, and discusses research findings on program effects. The approach is an alternative model of instructional supervision that is interactive and teacher-centered. The concept of developmental change over time applies to both teachers and supervisors. Each 6-month training program followed a sequence of workshops and seminars. The report describes a history of programs from 1982-86 in the school district. Four sources of data collection evaluate program effects: (1) daily workshop evaluation, (2) summary evaluations at the end of each program phase, (3) ongoing analysis of participants'"stages of concern," and (4) a final examination of participants' perceptions. A summary of participant responses and research findings about the program is presented. The training program was successful in teaching observation and self-analysis of classroom instruction. Improved skills in listening, reflecting, and problem solving were reported, thereby enabling departmental supervisors to give greater support. (CJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01