{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-1464"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-1464","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"Examining Novice Teacher Development through the Clinical Supervision Process: A Participatory Action Research","abstract":"The first clinical supervision experience can significantly impact a novice teacher's overall success during the early years of their teaching career (Robinson, 1998). It is a very stressful, challenging time, and for many, it is the first time he/she is asked to take on multiple roles aside from direct instruction and professional responsibilities (Sykes, 1996). As districts work to better align policies and induction programs with the changing needs of novice teachers, they must face the fact that they serve powerful roles as teacher educators, mentors, and retainers. It is important for administrators to self-assess how districts are meeting or failing to meet these needs (Grossman & Thompson, 2004). Prescriptive mentoring programs cited by Smith & Ingersoll (2004) have failed to meet the mark. This study will attempt to provide thick description of the clinical supervision process through the lens of novice teachers. Utilizing a social learning intervention, novice teachers took part in semi-structured interviews (pre-observation and post-observation), professional development (intervention), and reflection writing to assist in their development and preparation for the clinical supervision process. Through rich, thick description of the novice teacher's experience, I intend to shed light on their perceptions, development, and preparation for their first observation within their new district.","abstract_html":"The first clinical supervision experience can significantly impact a novice teacher's overall success during the early years of their teaching career (Robinson, 1998). It is a very stressful, challenging time, and for many, it is the first time he/she is asked to take on multiple roles aside from direct instruction and professional responsibilities (Sykes, 1996). As districts work to better align policies and induction programs with the changing needs of novice teachers, they must face the fact that they serve powerful roles as teacher educators, mentors, and retainers. It is important for administrators to self-assess how districts are meeting or failing to meet these needs (Grossman & Thompson, 2004). Prescriptive mentoring programs cited by Smith & Ingersoll (2004) have failed to meet the mark. This study will attempt to provide thick description of the clinical supervision process through the lens of novice teachers. Utilizing a social learning intervention, novice teachers took part in semi-structured interviews (pre-observation and post-observation), professional development (intervention), and reflection writing to assist in their development and preparation for the clinical supervision process. Through rich, thick description of the novice teacher's experience, I intend to shed light on their perceptions, development, and preparation for their first observation within their new district.","abstract_has_math":false,"creators":["Daloia, Chad"],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Interdisciplinary Doctoral Program for Education Leaders (IDPEL)","degree_department":null,"school":null,"contributors":["Jim Henderson","Pete Miller","Jean Higgins"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009-01-01T08:00:00Z","date_published":"2009-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:34Z","subjects":["Novice Teachers","Supervision"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/451","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jim Henderson","Pete Miller","Jean Higgins"]},{"key":"dc:creator","label":"Author","values":["Daloia, Chad"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary Doctoral Program for Education Leaders (IDPEL)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Novice Teachers","Supervision"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/451"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The first clinical supervision experience can significantly impact a novice teacher's overall success during the early years of their teaching career (Robinson, 1998). It is a very stressful, challenging time, and for many, it is the first time he/she is asked to take on multiple roles aside from direct instruction and professional responsibilities (Sykes, 1996). As districts work to better align policies and induction programs with the changing needs of novice teachers, they must face the fact that they serve powerful roles as teacher educators, mentors, and retainers. It is important for administrators to self-assess how districts are meeting or failing to meet these needs (Grossman & Thompson, 2004). Prescriptive mentoring programs cited by Smith & Ingersoll (2004) have failed to meet the mark. This study will attempt to provide thick description of the clinical supervision process through the lens of novice teachers. Utilizing a social learning intervention, novice teachers took part in semi-structured interviews (pre-observation and post-observation), professional development (intervention), and reflection writing to assist in their development and preparation for the clinical supervision process. Through rich, thick description of the novice teacher's experience, I intend to shed light on their perceptions, development, and preparation for their first observation within their new district."]},{"key":"dc:title","label":"Title","values":["Examining Novice Teacher Development through the Clinical Supervision Process: A Participatory Action Research"]}]}],"canonical_facts":{"dc:contributor":["Jim Henderson","Pete Miller","Jean Higgins"],"dc:creator":["Daloia, Chad"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["The first clinical supervision experience can significantly impact a novice teacher's overall success during the early years of their teaching career (Robinson, 1998). It is a very stressful, challenging time, and for many, it is the first time he/she is asked to take on multiple roles aside from direct instruction and professional responsibilities (Sykes, 1996). As districts work to better align policies and induction programs with the changing needs of novice teachers, they must face the fact that they serve powerful roles as teacher educators, mentors, and retainers. It is important for administrators to self-assess how districts are meeting or failing to meet these needs (Grossman & Thompson, 2004). Prescriptive mentoring programs cited by Smith & Ingersoll (2004) have failed to meet the mark. This study will attempt to provide thick description of the clinical supervision process through the lens of novice teachers. Utilizing a social learning intervention, novice teachers took part in semi-structured interviews (pre-observation and post-observation), professional development (intervention), and reflection writing to assist in their development and preparation for the clinical supervision process. Through rich, thick description of the novice teacher's experience, I intend to shed light on their perceptions, development, and preparation for their first observation within their new district."],"dc:identifier":["https://dsc.duq.edu/etd/451"],"dc:language":["English"],"dc:subject":["Novice Teachers","Supervision"],"dc:title":["Examining Novice Teacher Development through the Clinical Supervision Process: A Participatory Action Research"],"thesis:degree_discipline":["Interdisciplinary Doctoral Program for Education Leaders (IDPEL)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:09:34Z"}