NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1197104
Record Type: Journal
Publication Date: 2018-Dec
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1555-4589
Supervision, Systems Thinking, and the Impact of American School Reform Efforts on Instructional Leadership
Mette, Ian M.; Riegel, Lisa
Journal of Cases in Educational Leadership, v21 n4 p34-51 Dec 2018
This case was written to encourage educators to reflect on what it means to provide high-quality instructional supervision in an era of accountability when the American public education system is heavily influenced by reform efforts that affect how students learn and how teachers are supported as instructors, and pressures school systems face to produce student achievement. The intent of the case is to help leaders explore the difference between supervision (formative feedback intended to help teachers grow as instructors) and evaluation (summative feedback that determines employment decisions) 15 years past the introduction of No Child Left Behind. Educators using this case should also examine how systems thinking can be applied and/or misused to drive school reform and improvement initiatives.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A