Supervision in the Professional Development School: A Case Analysis of Two School-Based Hybrid Educators

• In Event: Multiple Perspectives on Professional Development School Research

Abstract

Hybrid educators, occasionally termed border/boundary spanners, clinical faculty, or university/school liaisons, are critical to professional development schools (PDSs). School-based hybrid educators are K-12 teachers who voluntarily leave their classroom responsibilities for one to three years to assume new roles as teacher educators before returning to their respective classrooms. This case study analyzes the supervisory practices of two school-based hybrid educators through interviews, field notes, analytic memos, and other documents as data from both hybrids and those who worked closely with them. Initial findings characterize supervision in a PDS and substantiate how this context creates a laboratory of practice for developing a pedagogy of teacher education, the knowledge base of teachers as teacher educators, and supervisory praxis in teacher education.

Authors

• Rebecca West Burns, University of South Florida

• Bernard J. Badiali, The Pennsylvania State University