Teacher Supervision Methods in Virginia

This study investigated teacher supervision methods in the Commonwealth of Virginia in the absence of state mandated requirements. The literature supports the use of formative and summative feedback, multiple data sources and methods, collaboration between teacher and supervisor, professional growth goals linked to school improvement, and measures of student learning.A web-based questionnaire was used to survey 229 public elementary school teachers across Virginia regarding which teacher supervision methods are used, teacher perception toward those methods, and whether teacher perceptions vary with the method, supervisor's leadership style, or teacher characteristics. The data suggest that a majority of school division supervision programs in Virginia used formative and summative methods with an emphasis on formative, and multiple data sources that measures of student learning and standardized test scores. A majority of supervision programs also emphasize collaboration between supervisor and teacher, and individual professional growth goals. Weak to moderate correlations and significant differences were found between measures of the dependent variable, teacher perceptions of supervision, and measures of the independent variable, method of supervision and aspects of the supervisor's leadership style.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Teacher Education

Year dc:date.available

2005

Author dc:creator

• Florence, Gregory Wayne

Contributors dc:contributor

• Dr. Michael D. Davis

• formative feedback
• summative feedback
• web survey
• learning measures
• leadership
• supervision
• evaluation
• Education
• Teacher Education and Professional Development

Statement dc:rights

• © The Author

Identifier

https://scholarscompass.vcu.edu/etd/1128

OAI identifier oai:identifier

oai:scholarscompass.vcu.edu:etd-2127