Relevant bibliographies by topics / School supervision

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School supervision'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "School supervision"

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Edgar, Sauga, Mbwambo E, and Mngarah D. "Close to School Supervision in Tanzania: Collective views on Teachers’ Job Performance." American Journal of Arts and Human Science 1, no. 3 (September 18, 2022): 10–13. http://dx.doi.org/10.54536/ajahs.v1i3.581.

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This paper examined the effectiveness of close to school supervision in enhancing teachers’ job performance in Tanzanian public secondary schools. The study was guided by Path-Goal theory. This study adopted the qualitative approach using case study design and data were obtained from 32 informants. Semi-structured interviews and focus group discussion were the main data collection methods, and the data were thematically analysed. It was found that that the close to school education officers employed directive supervision in supervising schools. The strategy improved teachers’ work performance. It was also found that close to school supervision included supportive supervision and participative supervision strategies but had limited contribution in teachers’ work performance. It is concluded that directive supervision practices highly contributed to teachers’ job performance in secondary schools in Tanzania. It is recommended that for teachers to improve job performance, close to school supervisors should practice supportive and participative supervision strategies accordingly.
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Wiyono, Wiyono. "Pengelolaan Supervisi Akademik Pengawas Sekolah di Sekolah Dasar Negeri Ngadirejan Kecamatan Pringkuku Kabupaten Pacitan." Jurnal VARIDIKA 26, no. 1 (July 14, 2015): 77–82. http://dx.doi.org/10.23917/varidika.v26i1.1107.

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The objectives of this study are (1) to describe the implementation of the regulatory supervision of the elementary school learning activities, and (2) to describe the implications of the implementation of the regulatory supervision of the elementary school learning activities. The place of research in SDN Ngadirejan Pringkuku Pacitan. Collecting data using observations, interviews and documentation. Analysis using data collection, data reduction, data presentation and conclusion. The results showed that: (1) Implementation of the regulatory supervision of teaching in schools on SDN Ngadirejan are in three stages, the school superintendent supervision is based on collaboration with the principal; Problems faced by the school supervisor is supervising the status of rank, seniority and friendship. (2) The implications of the effectiveness of the regulatory supervision of school on school teaching are the level of preparedness of the schools, the school is very positive perception that supervisors provide assistance, guidance, direction and experience of the teacher towards professionalism and very few negative perceptions, success are achieved after supervision is the existence of physical development for the better.
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Victorynie, Irnie, and Azam Bin Othman. "Academic Supervision Practices Integrated into the School Supervisor Support Programs." International Journal of Asian Education 4, no. 4 (December 1, 2023): 280–94. http://dx.doi.org/10.46966/ijae.v4i4.362.

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Academic supervision stands out as a commendable initiative designed to aid and bolster teachers in executing their responsibilities within the school setting. Moreover, numerous challenges and hindrances faced by educators are tackled through the implementation of academic supervision activities. This research aims to explore teachers' experiences undergoing academic supervision and the supervisors' support to overcome teacher problems and improve their performance. Researchers used qualitative research methods with an exploratory case study approach. Data was obtained from semi-structured interviews. The informants were four teachers at two integrated Islamic elementary schools in Bekasi, Indonesia, who were selected based on their extensive experience in carrying out school academic supervision. The resulting data was analyzed thematically using Atlas.ti software. The findings reveal that academic supervision is incredibly beneficial for teachers. It does not only assess teacher performance but also helps teachers solve problems to improve teacher performance. Teachers also received many support programs to improve the quality of learning in their schools.
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Antúnez, Serafín, and Patricia Silva. "The school supervision." Educar 49, no. 1 (February 1, 2013): 1. http://dx.doi.org/10.5565/rev/educar.5.

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Oktarina, Wulan, Aisyah Khairunnisa, Resti Utami, Ellen Okta Divy, Kasinyo Harto, and Choirun Niswah. "Source of Authority for Implementing Educational Supervision." Edumaspul: Jurnal Pendidikan 7, no. 2 (October 1, 2023): 5417–23. http://dx.doi.org/10.33487/edumaspul.v7i2.7293.

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Various educational problems in Indonesia can be studied by supervising education. Educational supervision is a process of assistance and support given to teachers in developing their abilities consisting of knowledge, skills, and creativity in teaching and commitment or motivation as a teacher. This study aims to examine and describe the source of authority for implementing educational supervision. This research is a literature study research. The results of this study state that in its implementation, the source of authority for the implementation of educational supervision in schools is carried out by the Principal or school supervisor, called a supervisor, who serves as a supervisor and controller of teacher performance. This supervision and control is carried out so that the teacher does not deviate from the role of teacher or educator. Based on the National Education System Law No. 20 of 2003, the principal or school supervisor supervises to ensure the effectiveness and efficiency of learning. In this case, the principal or school supervisor is an illustration that a supervisor must have an official position that has authority or authority in supervising education.
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Muntahanah, Muntahanah. "Pengaruh Supervisi Kepala Sekolah terhadap Mutu Pembelajaran dan Kinerja Guru." Journal on Education 5, no. 4 (April 8, 2023): 15160–68. http://dx.doi.org/10.31004/joe.v5i4.2607.

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Conflicts in schools occur due to the appearance of incompetent teacher. The principal's performance can be optimal or not influenced by collaboration with other school personnel. The purpose of this study was to determine the supervisory system of school principals through academic supervision. The research method uses a qualitative library research approach using observation, interview, and documentation data collection techniques. The results of the study describe that supervision activities in schools are the responsibility of the principal as a teacher who has the additional task of supervising teacher performance and is responsible for improving educational progress including improving the learning system, improving the quality of teaching staff qualifications so that a structured and planned learning process is achieved with Good. Quality learning systems when supervision activities can run according to the instruments used based on data and facts in the school environment.
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Musundire, Austin. "Peer Supervision." International Journal of Teacher Education and Professional Development 4, no. 2 (July 2021): 97–115. http://dx.doi.org/10.4018/ijtepd.2021070107.

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The purpose of this study was to investigate perceptions of school-based managers and educators regarding the link between of peer supervision model teacher development and quality of teaching through teamwork. A mixed method approach characterised by the explanatory sequential design addressed the research questions. Three hundred and one randomly selected participants in 15 districts of the Gauteng province responded to the quantitative phase in form of questionnaires. Three conveniently selected focus group interviews each comprising of 10 purposefully selected school-based managers and educators represented the quantitative results. The findings indicated that school-management team strongly believe that the peer supervision model is a possible tool for improving quality of teaching. In contrast, the South African peer evaluation approach was found to lack teamwork during the evaluation process. It is therefore recommended that peer supervision should be introduced in South African schools to enhance the implementation of the current performance supervision system.
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Beech, Kirsty, Anthea Gulliford, and Nathan Lambert. "Supervision as a mechanism in teacher wellbeing: A Q-methodological study of school staff viewpoints." Educational and Child Psychology 40, no. 4 (December 22, 2023): 7–23. http://dx.doi.org/10.53841/bpsecp.2023.40.4.7.

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AimsThe study aimed to explore the viewpoints held by school staff regarding the topic of supervision.RationaleDespite recognition of the potential benefits of supervision for school staff, supervision remains largely uncommon within schools. Barriers relating to terminology and potential connotations, suggest low uptake may in part relate to perceptions of supervision. Thus, it seems important to further understand how the topic of supervision is construed by school staff.MethodOnline Q-methodology was utilised. Twenty-one school staff members, working in a range of roles and settings, with varying experiences of supervision, completed a Q-sort activity and a post-sort questionnaire.FindingsTwo viewpoints were identified. Viewpoint 1 perceived supervision to be necessary, achievable within school resources, and of benefit to the whole-school system. Viewpoint 2 was more cautiously optimistic, perceiving barriers to implementation but highlighting the importance of embedding supervision within school systems.LimitationsThe viewpoints cannot be generalised, and the viewpoints identified in the current study are not exhaustive. Adaptations to the design, particularly relating to online Q-methodology, are suggested.ConclusionsThe findings reiterate the need to avoid a ‘one-size-fits-all’ approach to supervision and to develop a shared understanding and a culture of supervision in schools. To support Educational Psychologists developing, implementing, and evaluating supervision structures in schools, a Staff Supervision Development Protocol was developed.
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Isnaini, Muhammad. "KEPEMIMPINAN KEPALA SEKOLAH SEBAGAI SEORANG SUPERVISOR DALAM PENGAWASAN KINERJA GURU DI SEKOLAH DASAR." El-Tsaqafah : Jurnal Jurusan PBA 18, no. 2 (December 30, 2019): 215–28. http://dx.doi.org/10.20414/tsaqafah.v18i2.1871.

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The main focus which discus in this research is how thesupervision is carried out by the principal as a supervisor. The principal’sleadership function is to carry out school management and guidancethrough administration, management and leadership activities that arehighly dependent on their abilities. The method used is a case study becauseit is to maintain the integrity of the system in a routine program. Thepurpose of this study is to determine the effectiveness of the principal’sleadership as a supervisor in supervising teacher performance. Based onthe analysis conducted concluded as follows. (1) The principal’s supervisionof teachers in primary schools has a very strategic role in determiningpolicies and improving the quality of learning processes towards achievingthe expected goals. (2) The principal is the school leader who regulates anddetermines administrative functions including the supervision function(supervision) individually or in groups, (3) In addition to the principal, theteacher also has a very decisive role in achieving the educational goals
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Kresna, Pharada, Zulfan Saam, and Sudirman AS. "EVALUASI PELAKSANAAN SUPERVISI MANAJERIAL KEPALA UNIT PELAKSANA TEKNIS DINAS PENDIDIKAN DAN KEBUDAYAAN KECAMATAN TAPUNG HULU." Jurnal Manajemen Pendidikan Penelitian Kualitatif 3, no. 1 (March 18, 2019): 36. http://dx.doi.org/10.31258/jmppk.3.1.p.36-45.

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Managerial Supervision Head of Technical Implementation Unit of Education and Culture Office of Tapung Hulu Sub-district has not been maximal in supervising and supervising in the preparation and development of school-level curriculum. Managerial Supervision Head of Technical Implementation Unit of Education and Culture Office of Tapung Hulu District does not supervise and develop curriculum development. Head of UPTD does not coordinate in preparing School development plan (RPS). Preparation of Annual School Activity Plan (RKTS). As well as the School Revenue and Expenditure Budget Plan (RAPBS). Managerial Supervision Head of Technical Implementation Unit of Education and Culture Office of Tapung Hulu Sub-district has not done any assistance in preparing school curriculum, School development plan (RPS). Preparation of Annual School Activity Plan (RKTS). As well as the School Revenue and Expenditure Budget Plan (RAPBS). Managerial Supervision Head of Technical Implementation Unit of Education and Culture Office of Tapung Hulu Sub-district related to the result has not coordinated with the Principal in preparing the School Development Plan (RPS)
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Dissertations / Theses on the topic "School supervision"

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Alkrdem, Mofareh. "School-based instructional supervision in Saudi Arabian public secondary schools." Thesis, University of York, 2011. http://etheses.whiterose.ac.uk/2335/.

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This study was concerned with the lack of information regarding school- based instructional supervision practices in Saudi Arabian public secondary schools, with specific attention paid to the perceptions of instructional supervision held by teachers. Therefore, the main aim of this study was to examine what secondary teachers perceive as effective instructional supervision and to examine the current state of school-based instructional supervisory practices and procedures in Saudi Arabian public secondary schools from the perceptions of headteachers, teachers, and district education officers. Specific research questions focused on the respondents' perceptions of and preferences for the focuses and practices of school-based instructional supervision, supervisory personnel, staff development programmes relevant to instructional supervision, and desired changes for improvement supervision practices. A survey design was utilised for this study. Data for the study were collected through questionnaires and interviews. The questionnaires were completed by 272 teachers and in-depth interviews were conducted with 33 participants (18 teachers, 10 headteachers, and 5 district education officers), thus yielding a total of 305 participants. The findings reveal supervision practices were marred by questionable practices associated with victimisation, intimidation, inconsistency, confusion, and biases. The supervisors lacked the necessary supervisory skills, were not serious about their supervisory roles, and, consequently, they were not taken seriously by teachers. In addition, the findings of this study indicate that instructional supervision are characterised by conflicting role expectations that cause stress and mistrust for teachers and instructional supervisors and that the development of clearly written policies on instructional supervision is an area needing the greatest attention. Among the proposed changes for the improvement of supervision practices, based on the findings of the study, were (a) encouraging supervisors to be objective and teacher-friendly; (b) encouraging headteachers to take the leading role in school-based supervision by developing interest in supervision, allowing themselves to be supervised by other members of the teaching staff, and getting involved in classroom teaching to become acquainted with ongoing classroom events; (c) providing appropriate rewards and incentives to teachers who receive good supervisory reports or take initiatives to facilitate their professional learning; and (d) fostering collaboration and teamwork among teachers and instructional supervisors.
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Retallick, John Anthony, and mikewood@deakin edu au. "Clinical supervision and symmetrical communication: Towards a critical practice of supervision." Deakin University. School of Education, 1988. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051208.090305.

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The central argument of the thesis is that the dominant modes of the supervision of teaching are in need of critique and reconstruction. From a critical perspective, supervision is viewed as a political and ideological process enacted through asymmetrical relations and structures of communication. It is underpinned by a discourse of technocratic rationality and control Clinical supervision, a currently popular model of teacher supervision, has (despite its emancipatory origins) been accommodated by the dominant ideology and is employed as a hegemonic mechanism of evaluation, control and even dismissal of teachers. However, historical analysis reveals that teachers have contested and resisted authoritarianism and centralized control in favour of developing more democratic and participatory forms of professional development. In these moves can be found a rationale for a reconstruction of the theory and practice of clinical supervision around the concepts of symmetrical communication and critical pedagogy. The researcher engaged in a self-reflective study with a group of supervisors and teachers in N.S.W. schools to explore the possibilities and limitations of a critical and counter-hegemonic practice of supervision. The outcomes, in the form of three case studies, are analysed in terms of a dialectic of reconstruction and maintenance of the status quo. The evidence reveals that some of the research participants sought to reconstruct their supervisory relationships in ways which challenged the bureaucratic structures of their workplace. Others, however, rejected the emancipatory possibilities and resolved to maintain their traditional hierarchical relationship.
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Tartt, Fannie Harrison. "School improvement: the relationship between effective school characteristics and student achievement in selected Dekalb County Schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1832.

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The purpose of this study was to examine the relationship between effective school characteristics and student achievement after the first year of implementing a school improvement project. The intent of this study was to analyze what occurred in terms of processes and products and to compare changes in school characteristics and student changes achievement in the treatment schools in the control schools. The study posed the following questions: 1. Was there a difference in the treatment group and in the control group in changes in effective school characteristics: environment, goals, leadership, expectations, time-on-task, monitoring student progress, and home/school relations? 2. Was the treatment group more successful than the control group based on student achievement of the basic skills? 3. What was the relationship between effective school characteristics and student achievement? The study encompassed the use of an experimental design and employed techniques of ethnographic studies. Each group, treatment and control, consisted of three schools that were matched on socio-economic status and on student achievement. Six principals, 150 teachers, and 2,228 students were involved in the study. The treatment consisted of leadership training on effective school characteristics, the development and implementation of a school-based improvement plan, and staff development. The Connecticut · School Effectiveness Questionnaire, the California Achievement Test, and observed behavior were used as measurement tools. Data collected on thirty-five variables were subjected to t-tests, correlations, and factor analysis. The results of the study appear to warrant the following conclusions: 1. The DeKalb County school-based model was successful in improving effective school characteristics in the treatment group. The treatment was highly related to each of the following effective school characteristics: environment, goals, leadership, expectations, time-on task, monitoring student progress, and home/school relations. This finding was verified by observed behavior. The control group did not show significant ii improvement in any of the seven effective school characteristics. 2. There was no significant relationship between the treatment and student achievement gains in mathematics and in reading when gains were disaggregated by individual students. 3. There was a significant relationship between achievement gains in reading and in mathematics in the treatment group when gains were aggregated. 4. There was a moderately significant relationship between mathematics gain and reading gain. 5. The treatment group was successful in improving the achievement of students in each quartile. The control group was successful scores of students in quartiles, but was not in improving the first, successful the achievement second, and third in improving the achievement of students in the fourth quartile. 6. There was no significant relationship between student achievement and each of the following characteristics: environment, goals, leadership, expectations, time-on task, monitoring student progress, and home/school relations. 7. The characteristics impacted the most during the first year of implementation were leadership, time-on-task, monitoring student progress, and goals. 8. The pretest characteristics that showed high relationships with each of the posttest characteristics iii were environment, expectations, and home/ school relations. 9. A high relationship was evidenced between pretest achievement and posttest achievement in mathematics and in reading. Reading achievement was also related to mathematics achievement. 10. When socio-economic status, sex, and grade were controlled, no significant relationship existed with any of the other thirty-two variables used in this study.
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Bishop, Judith E. "Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.

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Steitz, Matthew Harold. "Proactive campus supervision a high school case /." Diss., [La Jolla] : [San Marcos] : University of California, San Diego ; California State University, San Marcos, 2010. http://wwwlib.umi.com/cr/ucsd/fullcit?p3390660.

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Thesis (Ed. D.)--University of California, San Diego and California State University, San Marcos, 2010.
Title from first page of PDF file (viewed Feb. 22, 2010). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 129-134).
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Holmes, Michael Todd. "Creating a Positive School Culture in Newly Opened Schools." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-05122009-150844/.

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The purpose of this study was to determine the most effective practices by school administrators when creating school culture in newly opened schools. Using semi-structured interviews, four principals who opened a new school were interviewed individually and in a focus group. The constant comparative method was used to analyze the data. Two themes emerged from the data. First, principals at new schools should spend a significant amount of time ensuring quality staff members are hired. Additionally, once hired, principals are responsible for providing appropriate professional development activities to better prepare staff members to meet the challenges of opening a new school. Second, principals must find a balance between their role as principal of the school and their personal and family lives. This balance takes three forms: 1) Shared Responsibility, 2) Manager vs. Instructional Leader, and 3) Personal and Family Responsibilities. Limitations to the study included generalization to other studies, personal biases and objectivity on the part of the researcher, small sample size and lack of a high school participant. By applying what has worked, and avoiding what was not successful, administrators are in a better position to ensure a smooth opening, a satisfied school community, and, most importantly, successful students, all which are reflective of the schoolâs culture.
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Al, Hamad Rasheed Hamad. "Improving science supervision in the Kuwaiti school system." Thesis, University of Southampton, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276361.

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Badavan, Yusuf. "Educational innovation and primary school supervision in Turkey." Thesis, University of Leicester, 1993. http://hdl.handle.net/2381/35597.

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The aim of this study is to attempt to focus on the relationship between educational innovation and primary school supervision in Turkey. The main focus is on the innovative behaviours exhibited by the primary school supervisors. Thus, the experiences of primary school teachers, provincial directors of education and primary school supervisors about these behaviours are identified. The views of these groups on some on-going supervisory activities in primary education in general and its supervision in particular are also identified and compared with each other. In addition, the views of these three groups of educationalists were sought on the barriers which could prevent the process of initiation and implementation of educational innovations and their recommendations for the improvement of the degree of implementing such innovations in primary schools. Questionnaires were administered to a sample of 190 teachers, 50 supervisors and 10 directors, drawn from representative regions throughout Turkey. For the teachers and supervisors, information obtained and their personal charecteristics made it possible to examine the relationship of their responses with, for example, sex, age, teaching experiences and region. The findings of the study revealed that the vast majority of the pre-defined would-be innovative behaviours of supervisors had not been adequately exhibited both in quantity and quality, according to the responses of the vast majority of the teachers. However, a substantial proportion of the supervisors reported that they had exhibited those behaviours. The findings also suggested that the "quality control" or "assessment" aspect of the primary school supervision in Turkey was given more weight than the "support" and "advice" aspects of it. However, the results also highlighted that there was a need for shifting of the focus away from monitoring and inspection to support and advice in supervisory activities. The results also suggested that the teachers revealed views distant from the supervisors and directors with regard to the items on some on-going supervisory activities. But, they reported nearly similar views about the pre-identified seventeen barriers and eleven recommendations. The barriers were acknowledged and the recommendations were 'agreed' with.
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Mele, Susan Catherine. "The Supervision of Paraprofessionals in Elementary School Classrooms." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/50532.

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The purpose of this study was to examine and explain the quality of teacher supervision of paraprofessionals. The researcher analyzed (a) pre-service and in-service supervisory training received by teachers who supervised paraprofessionals, (b) teacher knowledge of supervisory practices, (c) teacher supervisory practices applied to supervision, (d) teacher accountability for supervision, (e) time teachers met with paraprofessionals, and (f) other personal or situational factors that influenced the quality of teacher supervision of paraprofessionals. The methodology for the study was multiple case studies with cross-case analysis. Six administrators, six teachers in grades K-5, and six paraprofessionals from three elementary schools in districts located in Virginia were invited to participate in this study. Interview protocols were developed from information gleaned from the literature review, checked for content validity, and pilot tested before being used. Analysis was completed using the constant comparative method as outlined by Maykut and Morehouse (1994). Preparing teachers to supervise paraprofessionals is important if the expectation is paraprofessionals are to support the educational program of students. Under the No Child Left Behind Act of 2001 and the Individuals With Disabilities Education Improvement Act of 2004, teachers are required to provide adequate supervision to paraprofessionals, yet they are not prepared to provide the supervision required. The results of this study indicated (a) teachers are not prepared to supervise paraprofessionals because they lack the training to do so, (b) teachers are not knowledgeable about what constitutes good supervisory practices, (c) teachers are not held accountable for the supervision they are expected to provide, (d) administrators do not make roles and expectations for teachers who supervise paraprofessionals clear, (e) teachers and paraprofessionals are negatively influenced by the absence of a common planning period, and (f) principals, teachers, and paraprofessionals believe positive interpersonal relationships are vital to the supervisory process. Training is essential. If colleges, universities, and local school districts fail to train teachers regarding supervision of paraprofessionals, the quality of supervision provided by teachers who supervise paraprofessionals, and the services paraprofessionals provide to students will remain uncertain.
Ed. D.
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Loving, Rachel. "School Counselor Training: Differentiated Site Supervision Based on Prior Work Experiences." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2899.

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Over a decade after the regulation change in Virginia allowing individuals without teaching experience to pursue school counseling careers, no known study had focused exclusively on differences site supervisors observe when training school counselors from different professional backgrounds and the extent to which those counselors employ a tailored supervision approach in the clinical setting. While site supervisor training has been an area of interest in recent articles (e.g., Dollarhide & Miller, 2006), its relationship to supervision philosophies and technique differentiation has not been previously addressed. The researcher investigated those topics using a mixed-method research design shaped by suggestions from recent literature (e.g., Better-Fitzhugh, 2010; DeKruyf, 2007; Luke, Ellis, & Bernard, 2011; Miller & Dollarhide, 2006; Peterson & Deuschle, 2006; Stephens, 2008). This study analyzed site supervisors’ perspectives on supervision, the role training can play in developing site supervisors’ confidence and philosophical orientation, and the beliefs and practices site supervisors employ when supervising former teachers and non-teachers. Observed differences between former teachers and non-teachers in the clinical setting existed, yet 7 out of 12 site supervisors did not differentiate their supervision approach in order to close this gap. Findings from both Phase I (survey) and Phase II (interview) of this study indicated that practice is linked to training. Site supervisors who reported receiving supervision training were more likely to work from a philosophy of site supervision, feel more confident about their ability to supervise, and believe that differences between former teachers and non-teachers were slight and could be overcome with supportive, intentional supervision.
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Books on the topic "School supervision"

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Simon, Dennis J., and Mark E. Swerdlik. Supervision in School Psychology. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222.

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Goldhammer, Robert. Clinical supervision: Special methods for the supervision of teachers. 3rd ed. Fort Worth: Harcourt Brace Jovanovich College Publishers, 1993.

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Gillespie, Karen R. Creative supervision. 2nd ed. San Diego: Harcourt Brace Jovanovich, 1989.

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E, Bruce Ray, Grimsley Edith E, and Association for Supervision and Curriculum Development., eds. Readings in educational supervision. [Washington, D.C.?]: Association for Supervision and Curriculum Development, 1987.

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Luehe, Bill. The principal and supervision. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1989.

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Sergiovanni, Thomas J. Supervision: A redefinition. 7th ed. Boston: McGraw-Hill, 2002.

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Sergiovanni, Thomas J. Supervision: A redefinition. 8th ed. Boston: McGraw-Hill, 2007.

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Sergiovanni, Thomas J. Supervision: A redefinition. 6th ed. New York: McGraw-Hill, 1998.

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Sergiovanni, Thomas J. Supervision: A redefinition. 5th ed. New York: McGraw-Hill, Inc., 1993.

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Sergiovanni, Thomas J. Supervision: Human perspectives. 4th ed. New York: McGraw-Hill, 1988.

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Book chapters on the topic "School supervision"

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Simon, Dennis J., and Mark E. Swerdlik. "Clinical Supervision." In Supervision in School Psychology, 25–46. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222-4.

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Guiney, Meaghan C. "Supervision Basics." In The School Psychology Supervisor’s Toolkit, 7–24. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203728581-2.

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Guiney, Meaghan C. "Supervision Planning." In The School Psychology Supervisor’s Toolkit, 40–52. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203728581-4.

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Florell, Dan. "Technology and Supervision." In The School Psychology Supervisor’s Toolkit, 147–58. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203728581-11.

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Guiney, Meaghan C. "Ethics and Supervision." In The School Psychology Supervisor’s Toolkit, 113–25. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203728581-9.

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Williams, Stacy A. S., and Sarah R. Fritz. "Social Justice Advocacy." In Supervision in School Psychology, 341–63. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222-15.

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Hickey, Anna. "Self-care." In Supervision in School Psychology, 331–40. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222-14.

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Newman, Daniel S. "The Developmental Component." In Supervision in School Psychology, 120–239. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222-10.

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Newman, Daniel S. "The Status of School Psychology Supervision." In Supervision in School Psychology, 3–21. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222-2.

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Simon, Dennis J., and Mark E. Swerdlik. "Professional Development and Collegial Support Networks." In Supervision in School Psychology, 413–28. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242222-19.

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Conference papers on the topic "School supervision"

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Tasrif, Elfi. "Academic Supervision Mechanism by Vocational High School Supervisor." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.35.

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Uibu, Krista, and Age Salo. "THE DUAL ROLE OF SCHOOL MENTORS: HOW TO ESTABLISH TEACHING AND SUPERVISION GOALS?" In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end027.

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"In several countries, the schools’ responsibilities in preparing student teachers for their future work have increased over the last decade (Sandvik et al., 2019). In cooperation with the universities, school mentors are expected to set an example of how to teach pupils and use appropriate teaching practices in lessons. School mentors are expected to be capable of choosing teaching practices that achieve several educational goals and to connect student teachers’ theoretical concepts with practical training. However, not all school mentors are sufficiently prepared to supervise students and many do not appreciate the importance of their role in training future teachers. The purpose of the present study was to investigate Estonian school mentors’ teaching and supervising goals when they teach pupils and supervise student teachers as well as to identify how teachers in the role of mentors understand university expectations. The sample included 16 teachers, all of them had supervision experience with student teachers and they all taught various subjects at university teacher training schools (in grades 1 to 6). Observations and stimulated recall interviews were used to collect the data. Thematic analysis indicated that teachers have difficulty establishing goals for themselves as teachers and mentors. The results demonstrated that Estonian school mentors have the challenge of combining two responsibilities: how to maintain balance between their teaching and supervising. It also appeared that mentors did not perceive clearly what universities expected from them as supervisors and, therefore, relied rather on their personal perception and experience than a clear knowledge of their supervision goals. Mentors’ main goal in model lessons for student teachers was to establish good teaching experience. To conclude, it is necessary to encourage cooperation between teachers and universities and support mentors’ professional development."
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Utomo, Achmad Slamet, Tri Joko Raharjo, and Titi Prihatin. "Implementation of Managerial Supervision by School Supervisor in Kendal Regency." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.133.

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Erpidawati, Erpidawati, Nurhizrah Gistituati, Sufyarma Marsidin, and Yahya Yahya. "The Development of the Academic Supervision Model Basic School Supervisor." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.5.

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Daryanto, Eka, and Darwin Darwin. "Analysis of Vocational School Supervision Planning." In International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aptekindo-18.2018.58.

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Muslim, Jajang, and Dety Mulyanti. "THE EFFECT OF EDUCATION SUPERVISION BY THE PRINCIPAL OF MTS NU AL HAMIDIYAH LANGKAPLANCAR PANGANDARAN TEACHER PERFORMANCE IN SCHOOL." In Seminar Sosial Politik, Bisnis, Akuntansi dan Teknik (SoBAT) ke-3. LPPM USB YPKP, 2021. http://dx.doi.org/10.32897/sobat3.2021.28.

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This journal conducts research, which aims to find out and clarify how the effect of the implementation of educational supervision by the principal on the performance of teachers in schools. Conducting research using one approach, namely quantitative approach and expost facto type. Teachers in schools became the subject of research by taking a sample of 180 teachers, using proportional random sampling technique, and using a questionnaire about the implementation of educational supervision by the principal and data on the results of teacher performance assessments owned by the school. And from the research and assessment, it can be seen that the implementation of educational supervision by the principal does not have a positive effect on teacher performance and the implementation of educational supervision by the principal has a weak or even very weak effect on the performance of teachers in schools.
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Haimah, Haimah. "Academic Supervision by School Principals at State Elementary Schools in Indonesia." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.9.

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Burceva, Rita. "Supervision for School Career Counsellors: Supervisors’ Opinion." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.045.

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Aprilina, Raita Gina, and Nugraha. "How to Implement Supervision Programs at School." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.063.

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Ahmad and Marah Doli Nasution. "Approaches to School Supervision in Indonesian Context." In 4th Asia Pacific Education Conference (AECON 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aecon-17.2017.2.

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Reports on the topic "School supervision"

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Beoku-Betts, Iman, and Rudolph Ampofo. Remote Supervision Options for School Quality Assurance Officers. EdTech Hub, December 2023. http://dx.doi.org/10.53832/edtechhub.1002.

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Clement, Timothy, and Brett Vaughan. Evaluation of a mobile learning platform for clinical supervision. University of Melbourne, 2021. http://dx.doi.org/10.46580/124369.

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Context: This report details a formative evaluation of the Clinical Supervision Online (CSO) course, a fee-paying, fully online ‘light touch’ program of study for clinical supervisors offered by the Melbourne Medical School, which was developed in conjunction with the University’s Mobile Learning Unit. The course requires between six to ten hours of self-directed study and is designed for any clinicians who teach. Methods: Evaluation of the course was guided by Rossi, Lipsey and Freeman’s (2004) approach to program evaluation, addressing the need for the course, its design, implementation, impact, and return on investment. Data were collected through interviews with key informants, document analysis, an embedded student survey, learning analytics data, financial data, and an audit against ‘best practice’ standards for online course design. Findings: The findings suggest that course development was driven by both a financial imperative and genuine concern to meet training needs of clinical supervisors. Two hundred and four students enrolled on the course in its first 18 months. This has been enough to cover its developmental costs. In relation to 64 quality standards for online course design, the level of performance was rated as ‘meets’ for 44 items; ‘exceeds’ for one item; ‘developing for 13 items’; and, ‘non-existent’ for six items. An additional 33 items were identified as ‘not applicable’ for the ‘light touch’ course design. Significance: From a learning design perspective there is much to like about the CSO course and the outcome of assessing it against the standards for ‘best practice’ online course design suggests that an evolutionary approach - making incremental changes - could improve the course whilst retaining its existing ‘light touch’ format. The CSO course on its own is unlikely to realise the depth of achievement implied in the course aims and learning outcomes. The CSO course may best be seen as an entrée into the art of clinical supervision.
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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.

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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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Schmid, Hansjörg, Julie Dubey, Tatiana Roveri, and Amir Sheikhzadegan. Muslimische Seelsorge in Bundesasylzentren. Vertiefte Evaluation des Pilotprojekts. Freiburg (Schweiz): Schweizerisches Zentrum für Islam und Gesellschaft (SZIG), Freiburg, 2023. http://dx.doi.org/10.51363/unifr.szigs.2023.008.

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Das Staatssekretariat für Migration (SEM) hat das im Frühjahr 2021 begonnene Pilotprojekt für muslimische Asylseelsorge bis Ende 2022 verlängert. Auf der Grundlage einer vertieften Evaluation durch das Schweizerische Zentrum für Islam und Gesellschaft (SZIG) der Universität Freiburg soll geprüft werden, wie sich muslimische Seelsorge dauerhaft einführen lässt. Das Ziel dieser Evaluation, die im Zeitraum von Juli bis Oktober 2022 realisiert wurde, war es, herauszufinden, wie sich die muslimische Seelsorge seit der letzten Evaluation entwickelt hat. Zudem war die Studie damit beauftragt, auch die im Januar 2022 eingeführte muslimische Seelsorge im Tessin zu evaluieren. Derzeit sind sechs muslimische Seelsorgende mit einem Stellenumfang von insgesamt 315% in elf Bundesasylzentren (BAZ) in den Asylregionen Westschweiz, Zürich, Ostschweiz sowie Tessin und Zentralschweiz im Einsatz. Die formativ angelegte qualitative Evaluation basiert auf Interviews und Hearings mit insgesamt 18 Personen (Seelsorgende, Verantwortliche P&A, SEM- Verantwortliche) sowie auf neuer wissenschaftlicher Literatur, Medienberichten und weiteren Dokumenten. Sie nimmt Bedürfnisse, Potenziale und Interaktionen unterschiedlicher Stakeholder in den Blick. Ein besonderes Augenmerk richtet sich dabei auf die Weiterentwicklung des Pilotprojekts im Jahr 2022. Die Studie kommt zum Schluss, dass sich die Befunde der letzten Evaluation bestätigen lassen und dass mit der zunehmenden Etablierung der muslimischen Seelsorge in den BAZ eine bessere Kooperation mit anderen Diensten in den Zentren wie auch eine grössere Wertschätzung dieser Dienstleistung von anderen Akteuren vor Ort einhergeht. Die Seelsorgenden begleiten die Gesuchstellenden, hören ihnen bei psychischen Belastungen oder gesundheitlichen Problemen zu, trösten sie in schwierigen Lebenssituationen, nehmen ihre religiösen Anliegen wahr und ermöglichen einen kultursensiblen Umgang mit einschneidenden Ereignissen in den BAZ. Darüber hinaus nehmen sie als Respektspersonen eine Mediationsrolle ein und tragen zur Vorbeugung von Konflikten bei. Muslimische Seelsorge erweist sich damit als wichtige Ressource, von der nicht nur die Gesuchstellenden, sondern auch die BAZ als ganze profitieren. Mehrere Befragte bekundeten, dass die muslimische Seelsorge nicht mehr aus den BAZ wegzudenken ist. So wurde in einem Fall auch das Angebot der muslimischen Seelsorge infolge einer Initiative des Betreuungspersonals auf ein weiteres BAZ ausgeweitet. Darüber hinaus konnte im zweiten Projektjahr die interreligiöse und interprofessionelle Zusammenarbeit mit den christlichen Seelsorgenden sowie mit dem Betreuungs-, Gesundheitsund Sicherheitspersonal vertieft werden. Der Quervergleich zeigt, dass die muslimische Seelsorge in den BAZ, in denen sie schon länger angeboten wird, besonders gut verankert ist. Im Tessin, wo erst Anfang 2022 ein muslimischer Seelsorgender seine Tätigkeit aufgenommen hat, besteht noch Bedarf an Information, Austausch und Rollenklärungen. In der Deutschschweiz arbeitet das SEM mit dem Verein QuaMS (Qualitätssicherung der Muslimischen Seelsorge in öffentlichen Institutionen) zusammen, der als Fachstelle an der Schnittstelle von öffentlichen Institutionen, Kanton und Religionsgemeinschaften breite Anerkennung geniesst. Aufgrund der Massnahmen zur Qualitätssicherung sowie der Supervisions- und Weiterbildungsmöglichkeiten für die Seelsorgenden im Rahmen von QuaMS ergibt sich hier ein Mehrwert, der in den anderen Sprachregionen so nicht gegeben ist. Die Evaluation empfiehlt mit Nachdruck eine Verstetigung des Pilotprojekts und schlägt einige Massnahmen zu deren Optimierung vor. So soll die strukturelle Verankerung und die Unabhängigkeit der muslimischen Seelsorgenden gestärkt werden. Dabei soll auch die spezifische Situation in den verschiedenen Sprachregionen berücksichtigt und der Austausch zwischen diesen intensiviert werden. Muslimische und kantonale Akteure in der Westschweiz sollen ermutigt werden, aufbauend auf dort vorhandene Kompetenzen eine analoge Organisation zu QuaMS zu schaffen. Ausserdem empfiehlt die Evaluation, ein besonderes Augenmerk auf die Diversität in den Seelsorgeteams zu richten, was Geschlecht, Sprachkenntnisse und konfessionelle Profile betrifft. Weiterbildungen für die Seelsorgenden sollen sich allgemeinen Herausforderungen im Zusammenhang mit Flucht und Asyl widmen, aber auch spezifischen Fragen Raum geben, die die kulturellen Kontexte und religiösen Ressourcen von Gesuchstellenden muslimischen Glaubens betreffen. Schliesslich sollen die Verantwortlichen der BAZ den Austausch mit allen Seelsorgenden intensivieren und im Rahmen von Workshops die Teamentwicklung vorantreiben. Aufgrund des anhaltend hohen Bedarfs soll auch geprüft werden, ob eine Erhöhung des Zeitbudgets der Seelsorgenden bzw. eine Anstellung weiterer Seelsorgender sowie eine Ausweitung auf weitere BAZ möglich ist.
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Implementing mental health support in schools faces many challenges. ACAMH, July 2020. http://dx.doi.org/10.13056/acamh.12518.

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Researchers identified 50 studies that reported barriers or facilitators to implementing interventions for adolescent emotional disorders delivered in educational settings. They found several important factors, including barriers of practical and logistical problems, and facilitators of quality training and supervision.
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School traffic supervisor was fatally injured when struck by a motor vehicle - Massachusetts. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, July 2010. http://dx.doi.org/10.26616/nioshsface08ma046.

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