Intents, Enactors, and Outcomes of Educational Supervision

Session Type: Symposium

Abstract

This session presents select chapters about the intents, enactors, and outcomes of supervision from the forthcoming Handbook on Educational Supervision (Blackwell). The intents of supervision remain focused on the growth and development of teachers within systems that have experienced disequilibrium from frenetic change and increasingly complex shifts in the work of supervisors through local, state, and federal accountability measures.
In this panel, we examine the intents of “supervision” and evaluation, including control and compliance. We also discuss ways “supervision” is influenced and enacted by various stakeholders within the supervisory context (e.g., school and district leaders). Lastly, we examine the intended outcomes of “supervision”: improving individual teacher practice; improving the school-wide learning environment; and building professional community.

Sub Unit

• SIG-Supervision and Instructional Leadership

Chair

• Sally J. Zepeda, University of Georgia

Papers

• Coming to Understand the Wicked Problem of Teacher Evaluation - Helen M. Hazi, West Virginia University

• The Principal: Building the Future Based on the Past - Mary Lynne Derrington, The University of Tennessee

• District Principal Supervisors and the Challenge of Principal Support and Development - Laura K. Rogers, Vanderbilt University; Ellen B. Goldring, Vanderbilt University

• Shaping the School-Wide Learning Environment Through Supervisory Leadership - Erin Anderson, University of Denver; Diana G. Pounder, University of Utah

• Improving Teacher Practice-Based Knowledge: What Teachers Need to Know and How They Come to Know It - Diane Yendol-Hoppey, University of North Florida; Jennifer Jacobs, University of South Florida; Rebecca West Burns, University of South Florida

Discussant

• William Kyle Ingle, University of Louisville