{"id":{"repo_id":"vcu","oai_identifier":"oai:scholarscompass.vcu.edu:etd-2127"},"canonical_url":"https://search.dev.ndltd.org/etd/vcu/oai:scholarscompass.vcu.edu:etd-2127","repository":{"repo_id":"vcu","name":"Virginia Commonwealth University","base_url":"https://scholarscompass.vcu.edu/do/oai/"},"display":{"title":"Teacher Supervision Methods in Virginia","abstract":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Florence, Gregory Wayne"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Michael D. Davis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-01-01T08:00:00Z","date_published":"2005-01-01T08:00:00Z","updated_at":"2026-07-24T05:54:47Z","subjects":["formative feedback","summative feedback","web survey","learning measures","leadership","supervision","evaluation","Education","Teacher Education and Professional Development"],"languages":[],"rights":["© The Author"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarscompass.vcu.edu/etd/1128"],"render_values":[{"text":"https://scholarscompass.vcu.edu/etd/1128","href":"https://scholarscompass.vcu.edu/etd/1128","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.25772/RN4S-6F65","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Michael D. 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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."]},{"key":"dc:title","label":"Title","values":["Teacher Supervision Methods in Virginia"]}]}],"canonical_facts":{"dc:contributor":["Dr. Michael D. Davis"],"dc:creator":["Florence, Gregory Wayne"],"dc:date.available":["2014-07-09T07:00:00Z"],"dc:description.abstract":["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."],"dc:identifier":["https://doi.org/10.25772/RN4S-6F65","https://scholarscompass.vcu.edu/etd/1128"],"dc:rights":["© The Author"],"dc:subject":["formative feedback","summative feedback","web survey","learning measures","leadership","supervision","evaluation","Education","Teacher Education and Professional Development"],"dc:title":["Teacher Supervision Methods in Virginia"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T05:54:47Z"}