[PDF] Effective Supervision: Supporting the Art and Science of Teaching | Semantic ScholarIn Effective Supervision, Robert J. Marzano, Tony Frontier, and David Livingston show school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops. When these five conditions are attended to in a systematic way, teachers do improve their skills:. The constructive dynamics of this approach always keep in sight the aim of enhancing students' well-being and achievement. As the authors note, "The ultimate criterion for expert performance in the classroom is student achievement.
Effective Supervision Supporting the Art and Science of Teaching
About For Books Effective Supervision: Supporting the Art and Science of Teaching Review
In this class my teacher notices when students do well. The authors characterized the philosophy of walkthroughs as follows: The Downey approach to classroom walk-throughs. Marzano, Tony Frontier and David Livingston. The first nine of these questions and their related strategies and behaviors constitute the totality of Domain 1.Teaching occurs Effective Supervision-pages. Rather, they are actually a function of individual teacher actions. While collegiality and professionalism are thought of scisnce a school characteristic, expertise was thought of as a natural by-product of talent. The views expressed or implied in this book should not be interpreted as official positions of the Association.
Applying consequences 23 With focused efective in place, consider Figure 1. For example, while reviewing the form, teachers can engage in focused practice- another critical element of deliberate practice. To determine just how much better.
Premium members log in to read all chapters. Recall that these scales have five values ranging from Not Using 0 to Innovating 4. We have found that teachers are open to and even enthusiastic about this process as long as they know its purpose is to improve their pedagogical skills. Page 58 Share Cite.
This would equate to a score of Developing 2 on the scale for this element. This accumulation of knowledge renders expert status more available to more people: As the level of performance in the domain increased in skill and complexity, we discuss these domains in depth. In Chapter 3, methods to explicitly instruct and train individuals were developed. Domain 2 increases expertise in Domain 1, and Domain 4 is the context in which the other three domains function.
Although the proliferation of responsibilities for the supervisor was counterproductive at best, teacher effectiveness is largely ignored. Lessons from History The history of supervision and evaluation in scienec country can be viewed as a gradual evolution to the recommendations we make in this book. Premium members log in toFrontier and David Livingston. To illustrate, consider the sample survey questions in Figure 4.
Are You a Member. Organizing the physical layout of the classroom for learning Content Segments Design Question 2: What will I do to help students effectively interact with new knowledge. Those courses should also support teachers in using a variety of technological tools, such as computerized databases and specialized laboratory tools. Charting progress and recording personal reflections on growth relative to a strategy are at the core of suppodting practice.
The Early Days of Supervision and Evaluation In the s, education was not considered a professional discipline or field of study. Occur in a variety of places where effective science teaching can be illustrated and modeled, permitting teachers to struggle with real situations and expand their knowledge and skills in appropriate contexts. One was embodied in the writings of John Dewey. The teacher was asked to reflect upon and explain his effectve her professional practice.