Differentiated Education Supervision Approaches in Schools through the Lens of Teachers
DOI:
https://doi.org/10.31686/ijier.vol7.iss11.2011Keywords:
Developmental Supervision, Teacher Professional Growth, School Improvement, Differentiated SupervisionAbstract
The purpose of this study was to examine the predominant approaches of education supervision in a randomly selected sample of schools in Beirut, Lebanon according to Glickman et al.’s (1998) differentiated model. For this purpose, 290 teachers (N1= 290) from 29 non-free private schools in Beirut (N2= 29) completed a survey. Data was analyzed using SPSS 21.0 for windows. Results indicated that: (1) teachers were not satisfied in schools with the education supervision behaviors in their schools; (2) the predominant approaches of education supervision were directive control, followed by directive informational, collaborative and least were non-directive behaviors; and (3) supervisory approaches were not differentiated in schools. Implications and limitations of the study and suggested.
References
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Bakkum, L., Ko, J., Sammos, P., & (2014). Effective Teaching. Education Development Trust. Available: https://www.educationdevelopmenttrust.com/our-research-and-insights/research/effective-teaching
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Darling-Hammond, L., Wei, R.C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: NSDC.
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree.
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Ghamrawi, N. (2010). No teacher left behind: Subject leadership that promotes teacher leadership. British Educational Leadership Management & Administration Journal, 38(3), 304-320.
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Ghamrawi, N. (2013a). Teachers helping teachers: Professional development model that promotes teacher leadership. International Journal of Research Studies in Education, 6(4), 587-610.
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Glickman, C. D.Gordan, S. P.Ross-Gordan, J. M.20149th ed.Saddle Creek, NJPearson
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https://www.academia.edu/1999374
Ingersoll, R.M. and Collins, G.J. (2018). The Status of Teaching as a Profession. In J. Ballantine, J. Spade, and J. Stuber (Eds.), Schools and Society: A Sociological Approach to Education (p. 199-213) 6th Ed. CA: Pine Forge Press/Sage Publications.
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Marzano, R., Frontier, T., & Livingston, D. (2011). Effective Supervision: Supporting the Art and Science of Teaching. Alexandria, Va.: Association for Supervision and Curriculum Development.
Nolan, J.F. & Hoover, L.A. (2008). Teacher supervision and evaluation, Theory into practice. 2nd ed. Hoboken, NJ: John Wiley & Sons, Inc.
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Sergiovanni, T. J., & Starratt, R. J. (1993). Supervision: A redefinition. New York: McGraw-Hill.
Wanzare, Z., & da Costa, J.L. (2000). Supervision and staff development: Overview of the literature. NASSP Bulletin, 84(6), 47-54.
Bakkum, L., Ko, J., Sammos, P., & (2014). Effective Teaching. Education Development Trust. Available: https://www.educationdevelopmenttrust.com/our-research-and-insights/research/effective-teaching
Campbell, P. F., & Malkus, N. N. (2011). The impact of elementary mathematics coaches on student achievement. The Elementary School Journal 111(3), 430–454; May, H., Sirinides, P., Gray, A., & Goldsworthy, H. (2016). Reading Recovery: An Evaluation of the Four-Year i3 Scale-Up. Philadelphia, PA: Consortium for Policy Research in Education. Available: http://repository.upenn.edu/cgi/viewcontent. cgi?article=1089&context=cpre_researchreports
Chien-Chin, C. (2018). Facilitation of teachers’ professional development through principals’ instructional supervision and teachers’ knowledge-management behaviors. In Weinberger, Y. & Libman, Z. (Eds), Contemporary Pedagogies in Teacher Education and Development (694-712). IntechOpen. Available: https://www.intechopen.com/books/contemporary-pedagogies-in-teacher-education-and-development/
Darling-Hammond, L., Wei, R.C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: NSDC.
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree.
Gallagher, H. A., Woodworth, K. R., & Arshan, N. L. (2017). Impact of the National Writing Project’s College-Ready Writers Program in high-need rural districts. Journal of Research on Educational Effectiveness, online; Johnson, C. C., & Fargo, J. D. (2010). Urban school reform enabled by transformative professional development: Impact on teacher change and student learning of science. Urban Education, 45(1), 4–29.
Ghamrawi, N. (2010). No teacher left behind: Subject leadership that promotes teacher leadership. British Educational Leadership Management & Administration Journal, 38(3), 304-320.
Ghamrawi, N. (2011). Trust me your school can be better: A message from teachers to principals. British Educational Leadership Management & Administration Journal, 39(3), 333-348.
Ghamrawi, N. (2013a). Teachers helping teachers: Professional development model that promotes teacher leadership. International Journal of Research Studies in Education, 6(4), 587-610.
Ghamrawi, N. (2013b). Never underestimate the power of the sandwiched: Middle leaders and school culture. Basic Research Journal of Education Research and Review, 2(2), 29-41.
Ghamrawi, N., Ghamrawi, N.A.R., & Shal, T. (2017). Lebanese public schools: 20th or 21st century schools? An investigation into teachers’ instructional practices. Open Journal of Leadership, 6, 1-20.
Shal, T., El Kibbi, I., Ghamrawi, N.A.R., Ghamrawi, N. (2018). Principals’ Differentiated Learning through Social Media: Practices & Obstacles. International Journal of Education & Applied Research, Vol. 8(1), pp.19-29.
Glickman, C.D., Gordon, S.P. & Ross-Gordon, J.M., (2009). The basic guide to supervision and instructional leadership: (2nd ed.). Boston, MA: Pearson Education, Inc.
Glickman, C. D.Gordan, S. P.Ross-Gordan, J. M.20149th ed.Saddle Creek, NJPearson
Hixson, N., Ravitz, J., & Whisman, A. (2012) . Extended Professional Development in Project-Based Learning: Impacts on 21st Century Teaching and Student Achievement. Charleston, WV: West Virginia Department of Education.
https://www.academia.edu/1999374
Ingersoll, R.M. and Collins, G.J. (2018). The Status of Teaching as a Profession. In J. Ballantine, J. Spade, and J. Stuber (Eds.), Schools and Society: A Sociological Approach to Education (p. 199-213) 6th Ed. CA: Pine Forge Press/Sage Publications.
Lieberman, A., & Wood, D. (2002). From network learning to classroom teaching. Journal of Educational Change, 3, 315–337; McDonald, J. P., Buchanan, J., & Sterling, R. (2004). The national writing project: Scaling up and scaling down. Expanding the reach of education reforms: Perspectives from leaders in the scale-up of educational interventions, 81–106.
Marzano, R., Frontier, T., & Livingston, D. (2011). Effective Supervision: Supporting the Art and Science of Teaching. Alexandria, Va.: Association for Supervision and Curriculum Development.
Nolan, J.F. & Hoover, L.A. (2008). Teacher supervision and evaluation, Theory into practice. 2nd ed. Hoboken, NJ: John Wiley & Sons, Inc.
OECD(2019). Education at a Glance. Available at: https://doi.org/10.1787/19991487
Sergiovanni, T. J., & Starratt, R. J. (1993). Supervision: A redefinition. New York: McGraw-Hill.
Wanzare, Z., & da Costa, J.L. (2000). Supervision and staff development: Overview of the literature. NASSP Bulletin, 84(6), 47-54.
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How to Cite
Ghamrawi, N. ., Ghamrawi, N. ., & Shal, T. . (2019). Differentiated Education Supervision Approaches in Schools through the Lens of Teachers. International Journal for Innovation Education and Research, 7(11), 1341-1357. https://doi.org/10.31686/ijier.vol7.iss11.2011
