1. A QUALITATIVE STUDY OF DIFFERENTIATED TEACHER SUPERVISIONS IMPACT ON
CLASSROOM INSTRUCTION AND PEDAGOGY
PIRAINO, JR., GENNARO R. (2006)
Doctoral Dissertation, University of Pittsburgh. EdD
ABSTRACT
The purpose of this qualitative study was to investigate the influence that a differentiated
teacher supervision system has on improving classroom instruction. Qualitative research
methodology was used to collect data through personal interviews and document analysis. The
sample population consisted of high school administrators working in three southwestern
Pennsylvania school districts. The research questions investigated high school principal
perceptions on differentiated supervisions ability to improve classroom instruction based upon
Charlotte Danielsons Four Domains of Instruction. Principal perceptions regarding
differentiated supervisions influence on school culture and the most effective differentiated
supervision options were also explored. The analysis of the data was done through descriptive
narrative and the use of charts to depict common answers and themes. Key findings include a
strong principal preference for differentiated teacher supervision. Also, principals indicate that
differentiated supervision was effective in fostering a school culture characteristic of teacher
collaboration, professional inquiry, and a commitment to continuous improvement. Also,
principals felt that differentiated teacher supervision was very effective in improving the
planning and preparation, classroom instruction, and professionalism of teachers through
collegiality and professional inquiry. Principals perceived that cooperative professional
development was the most effective model for improving classroom instruction.
Official URL: http://etd.library.pitt.edu/ETD/available/etd-0407...

2. TOWARDS A FRAMEWORK FOR LEADERSHIP COACHING
(EJ880818)
Author(s) WISE, DONALD; JACOBO, AMBER
Source:School Leadership & Management, v30 n2 p159-169 Apr 2010
Pub Date: 2010-04-00
Pub Type(s): Journal Articles; Reports - Descriptive
Peer-Reviewed: Yes
Descriptors:
Learning Theories; Educational Change; Educational Policy; Leadership; Principals;
Coaching (Performance); Change Agents; Organizational Change; Educational
Practices; Stakeholders; Transformational Leadership; Leadership Styles;
Supervisory Methods
ABSTRACT
Today's school principals face unprecedented challenges. This article proposes a
school-based outline framework in which the principal is the primary agent of
change aided by an external coach. In this framework, the principal receives
coaching and guides the change process at the school through a variety of
coaching practices involving the stakeholders in the school, including teachers,
staff and students. Sociocultural and organisational learning theory provides the
theoretical basis for this framework. The model includes the development of a
shared vision of student learning, and the evolution from a management-based
organisation to one of leadership, and ultimately, to a sustained
schootransformation.http://eric.ed.gov/ERICWebPortal/search

3. PRESSURING TEACHERS TO LEAVE: HONEST TALK ABOUT HOW PRINCIPALS USE
HARASSING SUPERVISION (EJ908995)
Author(s):Stoelinga, Sara Ray
Source:Phi Delta Kappan, v92 n4 p57-61 Dec 2010-Jan 2011
Pub Date: 2011-01-00
Pub Type(s): Journal Articles; Reports - Descriptive
Descriptors:
Teacher Evaluation; Principals; Teacher Supervision; Supervisory Methods; Labor
Turnover; Administrative Change; Administrative Principles; Teacher
Administrator Relationship; Personnel Management; Quality of Working Life
ABSTRACT
Many principals use harassing supervision to encourage low-performing teachers
to leave. Principals are driven to this tactic because teacher evaluation systems
don't systematically identify low-performing teachers, principals don't understand
the teacher removal process, principal training programs don't build principal
expertise in hiring and teacher professional development, and high turnover rates
mean that principals often are new at their job.
http://eric.ed.gov/ERICWebPortal/search