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Middle level teacher supervision: Its influence on delivering instruction consistent with the middle level philosophy
Abstract
The purpose of this study was to assess teacher evaluation's influence on the adoption of the middle level philosophy as perceived by middle school principals and middle school teachers. Qualitative research methods were used to gather information from purposefully selected principals and teachers who worked together to complete the summative phase of teacher evaluation. Data were collected through principal and teacher interviews and by reviewing documents related to the teacher appraisal/evaluation process. The interviews were audio taped and transcribed into a written narrative. The individual case study issues that emerged by analyzing the information collected from the interviews, observations, and evaluation documents were grouped with other case studies to form one inclusive list. From the combined list, the issues were analyzed to determine a common set of cross-case themes. The final list of cross-case themes was the compilation of occurrences by which the appraisal process promoted instructional practices that were consistent with the middle level philosophy. The four cross-case themes of Relationships, Common Goals, Communications, and Innate Skills provided data valuable to the research on appraisal but less as it related to the original intent which was to study its influence on the adoption of the middle-level philosophy. The following four cross-case themes emerged during the study: Communications. Written or oral messages between the supervisor and the teacher. Communications reflective of the teacher's appraisal experiences contributed to the development of trust between the supervisor and the teacher. Common goals. Agreement between the supervisor and the teacher about appraisal outcomes and the belief that the combined effort can achieve the most productive results. Relationships. The respect the supervisor or teacher had for each other relative to competence, innovation, and commitment. These factors contributed to the positive teacher/supervisor spirit that was necessary to accomplish appraisal goals. Innate skills. The basic skills the teachers brought to their teaching positions that enabled them to increase their capability as a middle level instructor.
Subject Area
Curricula|Teaching|School administration|Educational theory
Recommended Citation
Neddenriep, Terry, "Middle level teacher supervision: Its influence on delivering instruction consistent with the middle level philosophy" (1997). ETD collection for University of Nebraska-Lincoln. AAI9725131.
https://digitalcommons.unl.edu/dissertations/AAI9725131