We study the returns to experience in teaching, estimated using supervisor ratings from classroom observations. We describe the assumptions required to interpret changes in observation ratings over time as the causal effect of experience on performance. We compare two difference-in-differences strategies: the two-way fixed effects estimator common…

Because of discrepancies among U.S. states regarding how they assess school-based agricultural education (SBAE) teacher performance and program quality, little knowledge has existed regarding how these differences might influence critical decisions regarding hiring, pay, promotion, and dismissal. In response, the purpose of our study was to…

University supervisors perform a variety of roles and functions as they support teacher candidate growth. However, supervisors receive little training, resulting in misunderstandings about assessment expectations, perceived position roles, and teacher candidate coaching or feedback inconsistencies. This study was an examination of how…

The issue addressed in the study reported on here was the establishment of a clinical school-based model of supervision which was pragmatic and developmental-oriented for the professional development of teachers, a concept currently advocated by the supervisory corps. Since a mixed methods approach was used in the study, a closed-ended 3-point…

Often novice elementary teachers struggle during their first years due to the lack of professional development and support during their first years. A lack of alignment between what they learned in their teacher preparation program in college and the reality of what they do in the classroom also presents challenges to their success. The problem is…

This qualitative study investigated the effect of Saudi EFL post-observation conferences on female teachers' professional development through assessing teachers' reflection. It also examined to what extent these conferences are considered reflection-enhancing. Moreover, it contributed towards filling the gap in the literature regarding this area…

The study aimed to investigate the degree of educational supervisors' commitment to apply the classroom-visits techniques. Here, supervisors are supposed to apply techniques before the visit by meeting the teacher and discussing issues related to the time and subject matter of the targeted class, during the class as the supervisor observes the…

This article focuses on the identities constructed and negotiated during work-based talk between in-service English language teachers and a supervisor during dyadic post-observation feedback meetings. Meetings were recorded with participants working in a tertiary institution in a Gulf state. Microanalysis of discourse excerpts shows how both…

In January 2019, teacher candidates in the state of Tennessee were required to pass the edTPA to gain a teaching license. Over the last several years, edTPA has increasingly become the standard by which many states assess teacher preparedness. The rapid adoption of edTPA nationwide has created a debate as to whether or not it adequately prepares…

This cross-case synthesis gives voice to evaluators in EC-12 and higher education settings who are enacting a state-mandated system of teacher evaluation and support by examining their perceptions of the Texas Teacher Evaluation and Support System (T-TESS). Questions addressed included: How do differently situated school administrators and…

This study examined a state-wide, policy-directed teacher evaluation model implemented across public schools and educator preparation programs. Such models are grounded in a theory of action that situates teacher learning within social relationships, yet does not account for the complexity of systems. Results challenge policy's implicit theory…

By understanding its past, a field of study and practice can better understand its present and improve its future, yet the field of educational supervision has done very little to document or contemplate its history. In this paper, 10 books on supervision published from 1920 through 1950 are reviewed, including books by Nutt (1920), Burton (1922),…

In many teacher preparation programs at institutions of higher education in the United States, pre-service teachers receive mentoring and constructive feedback during their internship placement from an experienced supervising teacher and a university coordinator. Often the feedback loop is closed by asking interns, 'was this useful?' To better…

In this paper, we document development of administrator networks around teacher evaluation and Common Core in an urban district over four years. Using social network analysis, we look at the extent to which networks focused on instructional initiatives spanned formal roles. Findings highlight influences of role and grade level as well as the…

This article focuses on the use of display questions to construct positive identities in post observation feedback talk between in-service English language teachers and a supervisor. Using a linguistic ethnographic framework, microanalysis of dyadic feedback interaction is supplemented with ethnographic data gathered from participant perspective…