An empowering supervision model

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dc.contributor.advisor Kelly, Ursula Anne Margaret, 1956-
dc.coverage.spatial Nova Scotia
dc.creator Sears, Janette 2011-05-09T12:31:28Z 2011-05-09T12:31:28Z 1990
dc.identifier.other LB1731 S42 1990
dc.description iv, 152 leaves ; 29 cm.
dc.description Includes bibliographical references (leaves 147-152).
dc.description.abstract This project explores the development of a supervision model which empowers teachers to be in charge of their own professional development. The work recounts the experiences of two teachers individually collaborating with a supervisor to develop solutions to questions each has identified from their own classroom and teaching practices. The project is based on the belief that teachers are active participants in their own learning. The empowering supervision model uses a process of dialoguing, problem posing, devising solutions, acting and reflecting on the actions taken. The teacher is actively engaged in making meaning of the actions taken and the results evidenced. Once teachers are familiar with the process, they may become independent in developing their own professional knowledge and reflective about teaching practices. This supervision model is contrasted to a supervision policy outlined in "The Evaluation of Teaching Effectiveness in Pictou District" which is based on a clinical supervision model. Once teachers are familiar with accessing these value systems, they are empowered to be more critically aware of the implications of their practices. (Abstract shortened by UMI.)
dc.description.provenance Made available in DSpace on 2011-05-09T12:31:28Z (GMT). No. of bitstreams: 0 en
dc.language.iso en
dc.publisher Halifax, N.S. : Saint Mary's University
dc.subject.lcc LB1731
dc.subject.lcsh Teaching
dc.subject.lcsh Teachers -- Training of
dc.title An empowering supervision model
dc.type Text Master of Arts in Education Masters Faculty of Education Saint Mary's University (Halifax, N.S.)
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