Full Description
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.
Contents
Preface
Introduction
Section 1: Supervision context of the pedagogical supervisor
Chapter 1 - Competence
Chapter 2 - Pedagogical supervision: Developing teacher competence
Chapter 3 - The skills of the pedagogical supervisor
Section 2: Competency standards Framework
Chapter 4 - The knowledge for effective supervision
Chapter 5: The know how to do every supervisor should possess
Chapter 6 - The how to be every supervisor should possess
Chapter 7 - The how to become every supervisor should possess
Conclusion
References
