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This book provides school principals and those responsible for
pedagogical supervision the necessary tools for their professional
development, whether in formal (continuing education) or informal
(self-taught) contexts. It presents for each knowledge, know-how,
know-how and know-how to become two sections. The first, titled
What the supervisors say, presents testimonials from a
research-action-training project (Ministry of Education and Higher
Education of Quebec, 2014-2017) which brought together 37
principals of two school boards in professional learning
communities (PLCs) to discuss their pedagogical supervision
practices in their school. This second section proposes
self-assessments grids. The book is also punctuated with practical
exercises and reflections to develop the targeted skills in
supervision. This book is an essential reference for all
supervisors. It presents experiences in teaching, research and
training. It is a functional and practical guide to acquiring and
consolidating pedagogical supervision skills.
As pedagogical leaders, principals and vice-principals must
necessarily prioritize teacher supervision. Whether used
individually or with a group, this effective approach centers on
improving educational services for students and optimizing their
academic achievement. However, teacher supervision is influenced by
ambiguities and several types of challenges related to the concept
of supervision, the actors' perceptions and beliefs, and the
various systemic structures at play. This competency standards
framework presents the knowledge, the know how to do, the know how
to be, and the know how to become every successful teacher
supervisor should possess, and proposes for each order a summary of
existing literature and accessible theories. This competence
reference manual will help supervisors acquire invaluable
pedagogical and relational skills to perform high-quality,
high-results supervision.
As pedagogical leaders, principals and vice-principals must
necessarily prioritize teacher supervision. Whether used
individually or with a group, this effective approach centers on
improving educational services for students and optimizing their
academic achievement. However, teacher supervision is influenced by
ambiguities and several types of challenges related to the concept
of supervision, the actors' perceptions and beliefs, and the
various systemic structures at play. This competency standards
framework presents the knowledge, the know how to do, the know how
to be, and the know how to become every successful teacher
supervisor should possess, and proposes for each order a summary of
existing literature and accessible theories. This competence
reference manual will help supervisors acquire invaluable
pedagogical and relational skills to perform high-quality,
high-results supervision.
This book provides school principals and those responsible for
pedagogical supervision the necessary tools for their professional
development, whether in formal (continuing education) or informal
(self-taught) contexts. It presents for each knowledge, know-how,
know-how and know-how to become two sections. The first, titled
What the supervisors say, presents testimonials from a
research-action-training project (Ministry of Education and Higher
Education of Quebec, 2014-2017) which brought together 37
principals of two school boards in professional learning
communities (PLCs) to discuss their pedagogical supervision
practices in their school. This second section proposes
self-assessments grids. The book is also punctuated with practical
exercises and reflections to develop the targeted skills in
supervision. This book is an essential reference for all
supervisors. It presents experiences in teaching, research and
training. It is a functional and practical guide to acquiring and
consolidating pedagogical supervision skills.
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