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Essay / Research Paper Abstract
A 6 page research paper that discusses teacher supervision. The writer examines the educational literature on several topics, such as professional development, clinical supervision and differentiated supervision. Then, the writer offers the student research this topic advice on how to identify and define the student’s beliefs concerning supervision. Bibliography lists 4 sources.
Page Count:
6 pages (~225 words per page)
File: D0_khsupt2.rtf
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Unformatted sample text from the term paper:
writer offers the student research this topic advice on how to identify and define the students beliefs concerning supervision. Introduction The following discussion examines the educational literature on
several topics, such as professional development, clinical supervision and differentiated supervision. Then, the writer offers the student research this topic advice on how to identify and define the students beliefs
concerning supervision. Part I: Research Professional development plan Professional educators in order to stay current with the latest developments in education literature participate in professional development. The Alabama Department of
Education (ADoE) defines "professional development" as a "continuous learning process beginning during an educators first year of employment and extending to retirement" (ADoE, 2003). In general, professional development focuses on
individual educators increasing their knowledge of the subjects that they teach, and improving their skills that are specific to those subjects or programs (ADoE, 2003). There is consensus among educators
that personal and/or staff development activities should be grounded in a foundation that is drawn from research. Sparks and Hirsh identify the following factors as being crucial to implementing effective
professional development, which is: "standards based; results-driven; job embedded; sustained, rigorous, and cumulative; and directly linked to what teacher do in their classrooms" (ADoE, 2003). Many states require that
teachers file a personal development plan. While suggested procedures differ from state-to-state, these programs seemed to share the same general requirements. First of all, the teacher is advised to critically
examine strengths and weakness and, then, focus on formulating professional development goals based on this analysis, that is, "identify objectives...(for) professional learning" (ADoE, 2003). There are three general goals to
educational professional development, which are "enhancing knowledge, developing skills, and improving understanding" (ADoE, 2003). Each of these goals requires different behaviors. For example, activities that enhance knowledge aid the
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