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Essay / Research Paper Abstract
A 3 page essay that reviews and critiques an article by John Colantonio (2005) that relates how to integrate staff development with instructional supervision. The writer argues that this article provides an effective framework for implementing effective change. No additional sources cited.
Page Count:
3 pages (~225 words per page)
File: D0_khcolart.rtf
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Unformatted sample text from the term paper:
top-down paradigm of development, which frequently had a principal "making a cursory classroom visit to complete a checklist" (Colantonio). Rather than following the old paradigm, Colantonio proposes creating an "educationally
effective, growth-oriented environment" that is designed to combine staff development with instructional supervision requirements. In order to bring about such a system, a principal just first possess "current knowledge
of pedagogy; establish trust with teachers so that they see instructional supervision as beneficial, not judgmental; and also, principals must discard the idea that they are solely responsible for staff
professional development and realize that the staff members themselves must be active participants within this process (Colantonio). A principal begins to achieve these goals by modeling good communication skills and
by establishing the concept of the school of as a learning organization. By giving teachers an active role within the processes of professional development, they receive the message that they
are "not only recipients of wisdom from on high, but also active participants who operate within a collegial environment" (Colantonio). After establishing this general framework, the author then goes
into detail about how to accomplish these goals. This section of the article describes such factors as establishing a common vocabulary, the utilization of in-service days, and how supervision, that
is a "pre-observation conferences, an observation, and a post-observation conference" can be combined with a "cognitive coaching model" (Colantonio). The author points out that this integrative model facilitates teachers
becoming reflective in their practices, as they incorporate new concepts and strategies in a long-term, ongoing effort based upon their individual requirements (Colantonio). In order words, teachers are given feedback
about their teaching practices, but also the autonomy, information and support to act on this data. The author concludes by pointing out that if a school is to foster
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