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Essay / Research Paper Abstract
This 6 page paper provides an overview of the issue of supervision for instructional improvement, including five component areas that can be applied in the educational setting. Bibliography lists 5 sources.
Page Count:
6 pages (~225 words per page)
File: MH11_MHInsImprEd.rtf
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Unformatted sample text from the term paper:
This study integrates a view of all five components and supports arguments for their value as a component of supervision for instructional improvement. Introduction Supervision is emerging
as one of the most significant factors in improving instruction by educators. For the past two decades, mentoring models have been developed to improve the link between educators and
expand the connection with school culture as a factor influencing instruction. Portner (2003) maintains that supervision, especially in relation to the process of mentoring, can be valuable in the
professional development of new educators. Olebe (2005) further suggests that support mechanisms developed through effective supervision models can support new teachers in both their initial professional development and in
their capacity to maintain instructional focus as a part of long-term career development. There are five distinct components to supervision for instructional improvement that are instrumental in creating effective
support. These include direct assistance, group development, professional development, curriculum development and action research. Each of these components of supervision for instructional improvement underscores the integrated view of
the role of educator and the importance for improving educational opportunities for learners. Direct Assistance Direct assistance is the process by which educators are provided support
through clinical supervision with the end goal of improving instructional performance. A variety of studies, including those by Dornbush and Scott (1975) and Natriello (1982) maintain the value of
supervision and feedback in improving commitment to teaching and job satisfaction. In fact, studies underscore the value of feedback in maintaining educator populations. Direct assistance is based
on the idea that one-on-one support for teachers promotes improvement in instruction. Direct assistance models can include clinical supervision, clinical observation with developmental supervision and co-teaching opportunities. In
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