Supervision and Professional Development
Instructional Leadership for Beginning Teachers
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During the past several decades, instructional supervision and professional development have been identified as means to enhance the performance of teachers in professional roles. One of the most critical problems facing the teaching profession is how to improve the development of novice teachers. This book describes beginning teachers perceptions of actual and ideal approaches to instructional supervision and their perceived connection to professional development in the Canadian and Ukrainian school contexts. This book reviews supervisory choices based on the collaboration with supervisors or...
During the past several decades, instructional
supervision and professional development have been
identified as means to enhance the performance of
teachers in professional roles. One of the most
critical problems facing the teaching profession is
how to improve the development of novice teachers.
This book describes beginning teachers perceptions
of actual and ideal approaches to instructional
supervision and their perceived connection to
professional development in the Canadian and
Ukrainian school contexts. This book reviews
supervisory choices based on the collaboration with
supervisors or peers and self-reflection, and
focuses on the importance of professional
development geared toward the needs of individual
novice teachers. It highlights the need for
supervisory assistance and professional support to
gain a greater priority in Canadian and Ukrainian
schools. Through its cross-cultural context, this
book provides policy makers with information that
can assist them in shaping new and selecting
from broad spectrum of educational policy
alternatives for supervision and professional
development practices in schools.
supervision and professional development have been
identified as means to enhance the performance of
teachers in professional roles. One of the most
critical problems facing the teaching profession is
how to improve the development of novice teachers.
This book describes beginning teachers perceptions
of actual and ideal approaches to instructional
supervision and their perceived connection to
professional development in the Canadian and
Ukrainian school contexts. This book reviews
supervisory choices based on the collaboration with
supervisors or peers and self-reflection, and
focuses on the importance of professional
development geared toward the needs of individual
novice teachers. It highlights the need for
supervisory assistance and professional support to
gain a greater priority in Canadian and Ukrainian
schools. Through its cross-cultural context, this
book provides policy makers with information that
can assist them in shaping new and selecting
from broad spectrum of educational policy
alternatives for supervision and professional
development practices in schools.
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