Building, Supporting, and Assuring Quality Professional Practice

• In Event: 45.088 - Understanding and Analyzing Supervision in Policy and Practice

Abstract

This concurrent mixed methods study investigated the state of teacher growth, supervision, and evaluation in Alberta in 2017. Data from surveys of 710 teachers, 131 principals, and 33 superintendents were merged with multiple case study interviews of 64 teachers, 53 principals, and 33 district leaders in nine districts. Five merged findings are presented. (a) The Teaching Quality Standard is as widely used as expected. (b) Teachers’ perceptions of the benefits of supervision diverged from those of school and district leaders. (c) Teachers want more opportunities to engage in collaborative conversations about teaching. (d) More time and support is needed to implement teacher growth, supervision, and evaluation. (e) Teacher evaluation is viewed as fair and in keeping with policy requirements.

Authors

• Jim Brandon, University of Calgary

• Bonnie Stelmach, University of Alberta

• Dennis G Parsons, University of Calgary

• Jeffrey Turner, University of Calgary