Rebecca West Burns

The Changing Nature of the Role of the University Supervisor and Function of Preservice Teacher Supervision in an Era of Clinically-Rich Practice

ABSTRACT Given the movement to enhanced clinical experiences and school–university collaboration emphasized in the NCATE Blue Ribbon Report, the field of teacher preparation would benefit from an understanding of the research related to preservice teacher (PST) supervision. This article uses qualitative meta-analysis to generate new knowledge about PST supervision using research published from 2001 to 2013. Using a search of three different databases, the findings of 32 studies became the data to address the research question: What are the core PST supervisory tasks and practices that support the developmental nature of PST learning within the clinical context? Through the meta-analysis, the authors identified five tasks and twelve practices of PST supervision. The tasks include (1) targeted assistance, (2) individual support, (3) collaboration and community, (4) curriculum support, and (5) research for innovation. These results indicate that PST supervision and the role of the PST supervisor is changing as the field moves towards strengthening clinical practice.

High-Quality Teaching Requires Collaboration: How Partnerships Can Create a True Continuum of Professional Learning for Educators

Abstract Producing high-quality teachers should be a shared goal and a shared endeavor -between those who prepare teachers in universities and those who support teachers’ learning in schools. Yet, teacher education has been portrayed more as a dichotomy than a continuum of lifelong learning, beginning with the preservice teacher and continuing throughout an inservice teachers career. When schools and universities work together, especially in professional development school -contexts, this goal can be actualized.

When Supervision Is Conflated with Evaluation: Teacher Candidates’ Perceptions of Their Novice Supervisor

Preparing teachers in clinically rich contexts requires teacher educators who are skilled and knowledgeable about university coursework as well as the complexities of classrooms. Retired teachers or principals have often assumed the role of field supervisor, bringing to their work extensive practitioner knowledge but often lacking theoretical knowledge of supervision. This qualitative case study examined the first-year experience of a reassigned teacher in the formal role of supervisor in a professional development school (PDS) context by analyzing the multiple perspectives of those affected by her supervisory practices. The purpose of this article is to discuss her interns’ perspectives and the impact of her supervision on them. The findings show that this supervisor conflated the functions of supervision and evaluation, and as a result, her interns felt distress, disconnection, and disempowerment. The findings suggest that supervisors need a combination of practical and theoretical knowledge about supervision and that supervisors’ professional learning warrants attention.

Unearthing the Complexities of Clinical Pedagogy in Supervision: Identifying the Pedagogical Skills of Supervisors

ABSTRACT Instructional supervision is a highly complex endeavor as supervisors work to enhance teacher, teacher candidate, and school effectiveness. The process of learning to supervise well can be daunting and difficult. Recent research on teaching has focused on enhancing teachers’ ability to notice or observe aspects of teaching and student learning. The ability to assist teacher candidates to “notice” and observe is equally important when supervising them. This qualitative case study builds upon the research on teaching and on supervision. It illustrates that “noticing” is one of a constellation of pedagogical skills supervisors use to support the learning of others. In addition, the authors identify six other pedagogical skills including ignoring, marking, intervening, pointing, unpacking, and processing. Further defining these skills is useful for understanding the intricacies of clinical pedagogy in instructional supervision. The results of this study suggest that supervision in clinically rich contexts is a pedagogical or teaching function which extends beyond traditional conceptions of observation and feedback.

Elementary Preservice Teacher Field Supervision: A Survey of Teacher Education Programs

ABSTRACT There is a heightened focus within teacher education to centralize clinical experiences and develop strong partnerships between schools and universities. University field supervisors fulfill a critical role within clinical experiences because they are uniquely situated in spaces where they can help preservice teachers and school-based partners integrate theory and practice. However, historically, field supervision has been devalued within teacher education programs. The purpose of this research was to gain insight into how various teacher education programs are actualizing field experiences and specifically field supervision within this time of reform in teacher education. This survey explored the question, “What is the state of preservice teacher field supervision within elementary teacher education programs?” Findings from this study suggest teacher education programs surveyed are positioned to respond to reforms in the areas of enacting multiple field experiences as well as conceptualizing field supervision beyond observation and feedback. Findings can help teacher education programs begin to develop common understandings, goals, and nomenclature about actualizing reforms for clinically-rich teacher education.

Enhancing Practice through Clinically Rich Methods Courses in Physical Education: Perceptions of Preservice Teachers and Their Cooperating Teachers.

ABSTRACT Similar to other teacher education disciplines, Physical Education Teacher Education (PETE) must adjust to calls for clinically rich teacher preparation because knowledge learned in PETE does not easily transfer to cultures of schools, classrooms, and gymnasia. Opportunity exists to understand more about clinically rich PETE courses, particularly through lenses of those engaged in clinical practice. Framed by occupational socialization theory, this research examined perspectives of university faculty, 11 preservice teachers and two cooperating teachers during clinically rich methods courses in a PETE program. We analyzed data using inductive analysis and constant comparison. Preservice teachers reported enjoying more realistic experiences and enhanced confidence. Cooperating teachers appreciated staying in touch with best practices in the field, and the responsibility of preparing new teachers. The findings suggest the value of a practice-to-theory approach, and created professional learning opportunities for all stakeholders.

The Inequitable Influence That Varying Accountability Contexts in the United States Have on Teacher Professional Development.

Teachers today operate in highly politicized accountability environments where quick results, typically measured by K–12 test scores, are demanded. Although focusing on student learning outcomes is critical, equally essential is assuring that teacher learning opportunities which can strengthen instruction are available to teachers. A decade ago, Boardman and Woodruff found that teaching in a ‘high-stakes’ environment led to more assessments, scripted curriculum decisions and a shift in professional development that emphasized preparation for and enhancing results on tests. This exploratory, descriptive case study sought to understand how teachers described professional development a decade later. We used purposeful sampling and qualitative methodology to better understand educator perceptions of professional learning within two different accountability environments in the United States. Using the insights of educators working in these environments, the research explored ‘How do teachers describe the influence of accountability on their professional learning?’ We achieved this by asking teachers directly about their professional learning opportunities. This article points to the potential inequitable influence various sanctions have on teacher professional learning. Findings illustrate that although job-embedded professional development opportunities existed in both contexts, the nature, quality and outcomes of the professional learning differed.

Penn State University: Let's Learn Together…

Real change and improvement in teacher education will come by joining the classroom with the university, a move that improves learning for students, teachers, and teacher educators.

Clinical Pedagogy and Pathways of Clinical Pedagogical Practice: A Conceptual Framework for Teaching About Teaching in Clinical Experiences

ABSTRACT As the field of teacher education evolves to more clinically based educator preparation, understanding how to develop preservice teachers’ professional vision and pedagogy through reflection in and on practice in the clinical context is essential. The purpose of this article is to outline a conceptual framework for clinical pedagogy, or the art and science of teaching about teaching in clinical contexts. This article draws upon prior research of six clinical pedagogical skills (noticing, ignoring, intervening, pointing, unpacking, and processing) among clinical educators and sequences them into seven pathways of clinical pedagogical practice that clinical educators can use to foster preservice teacher learning. The clinical pedagogical skills and pathways of clinical pedagogical practice compose a conceptual framework for clinical pedagogy that has implications for how clinical experiences are resourced, how traditional roles for university supervisors and methods course instructors are reconceptualized, how future scholars of teacher education are prepared, and how future research can use this framework to deepen the knowledge base of clinical pedagogy.