Paraeducators are an important member of the educational team for many students with disabilities. However, the perspectives of team members (principals, teachers, paraeducators) related to paraeducator supports and team roles has not been adequately explored in the literature. An online questionnaire was used within this study to examine the…

While often understated, the role of teachers of students with extensive support needs (ESN) requires many activities associated with the concept of teacher leadership. Administrators play a key role in supporting teachers as they perform these essential leadership-oriented activities. In this study, researchers surveyed the engagement and…

In an effort to integrate university coursework with field-site experiences and bolster pre-service teacher learning, national teacher education organizations have charged teacher education programs with embedding teacher preparation within clinically-rich experiences. These reforms have resulted in expanded and increasingly complex conceptions of…

Federal law allows for paraprofessionals to provide instruction to students with developmental disabilities if they are adequately trained and supervised, but how to best provide this training and support remains unclear. In this paper, we update a systematic review of experimental studies that test the efficacy of paraprofessional-implemented…

The purpose of this study is to provide information on the perspectives, practices and challenges of the school supervision in the Indonesian education system. The paper reviewed and analyzed the organizational structure of supervision services in the Indonesian educational system, as well as types of supervisions; purpose of supervisions and…

This study was conducted to determine how instructional supervision was carried out in schools. The study begins with a brief outline of the decentralization of the inspection system in Botswana. It proceeds to present a brief global historical background of instructional supervision before findings on instructional supervision are discussed.…

At last, a guide that focuses on the real crux of teacher supervision: how learners are learning. Using the six-part Teaching Schema for Master Learners introduced in the ASCD best-seller "Improving Student Learning One Teacher at a Time", Jane E. Pollock and Sharon M. Ford show you how to help teachers make the right adjustments in the areas that…

This proceedings volume of InCoTEPD 2018 covers many ideas for handling a wide variety of challenging issues in the field of education. The outstanding ideas dealing with these issues result in innovation of the system. There are many innovation strategies resulting from recent research that are discussed in this book. These strategies will become…

This paper provides insights about the specific impact teachers' actions and attitudes can have on access to schooling. The paper reports how teachers' irregular attendance, lateness and absenteeism as well as misuse of instructional hours and indiscriminate use of corporal punishment contribute to pupils' irregular attendance and dropping out. It…

The supervisor facilitates the students' attainment of the instructional objective by (1) diagnosing the curriculum (in particular the behavioral objectives) and the teachers, (2) prescribing steps to remedy areas of concern with respect to the curriculum and the teachers, and (3) enabling changes in the curriculum to occur while at the same time…

Teachers acknowledge the need for supervision and evaluation in the schools, and they want to take part in developing or selecting evaluation instruments so they will be familiar with the criteria against which they are to be judged. (Author/IRT)

Traces the history of teacher assessment and of research on classroom interactions. Lists key elements in an assessment program. Discusses the need for trained assessors, teacher cooperation, and reevaluation. (WD)

Current restructuring of education calls for more teacher involvement in the planning and delivery of instruction. This yearbook gives examples of teacher involvement as it updates the supervision process. Four sections include 13 essays by various authors. The first section is entitled "The Context" and includes four essays: (1)…

One of the largest school districts in the United States hired at least one consulting teacher for each elementary school with a high proportion of low income, minority students. These consulting teachers assisted in the implementation of two academic programs--the All Schools Achieve Program (ASAP) and Systematic Strategy Instruction (SSI).…

This author contends that student-teacher supervision cannot be done effectively in traditional ways. He discusses five myths of supervision and explains a program developed at Portland (Ore.) State University that puts the emphasis where it should be--on the supervising teacher. (Editor)