Better Supervision better Teaching: A Handbook for Teaching Practice Supervisors

Appendix 3: An Annotated Bibliography

An Annotated Bibliograph y The summary description s below ar e mainly extracte d fro m th e abstract s o r prefaces o f th e corresponding reading materials. Anderson, Debra J., Major, Robert L. and Mitchell, Richard R. Teacher Supervision that Works: A Guide for University Supervisors. New York: Praeger Publishers, 1992. This book is intended as a practical guide for university supervisors, mentors and cooperatin g teachers. It examines the supervisory process , the preparation necessary for supervision , th e responsibilities o f th e universit y supervisor , th e historica l assumption s underlyin g th e supervisory role , and what research pinpoints about effective supervision . The book aim s at helping novice and veteran supervisors and cooperating teachers develop a better understanding of supervision and apply the concepts in promoting student teachers to become the best teachers they can be. Borders, L . Dianne an d Fong , Margare t L . 'Cognitions o f Supervisors-in-training : A n Exploratory Study/ Counselor Education and Supervision 33 (1994), pp. 280-293. This stud y wa s designe d t o describ e novic e supervisors ' cognition s abou t th e supervisio n enterprise and any differences in these cognitions over a limited time period (i.e. one-semester supervision practicum). Based on previous supervision literature, three broad descriptive areas of cognition were targeted for investigation: content of thoughts, choice of interventions within a particular supervisory context, and self-appraisal regarding the supervisor role. 198฀Bette r฀Supervision,฀Better฀Teaching:฀A฀Handbook฀for฀Teaching฀Practice฀Supervisors฀ Brown, Desmond P. and Nacina-Brown, R. Effective Teaching Practice: A Guide for Student Teachers and Their Supervisors. Cheltenham : Stanley Thornes (Publishers) Ltd., 1990. This book is intended for teachers in training and their supervisors or supervising teachers. The first part gives an overview of the purposes of teaching practice, organizational systems being used in different countries , preparation for teaching practice and views collected from studen t teachers and supervisor s o n their own experiences in practical teaching. The remaining par t provides helpfu l hint s o n supervisin g studen t teacher s both withi n an d outsid e th e are a of expertise of the supervisor. Examples of teaching practice evaluation forms for supervisors are also included for reference . Brundage, Sara E. 'What Kind of Supervisio n do Veteran Teachers Need? An Invitation to Expand Collegial Dialogue and Research/ Journal of Curriculum and Supervision 1 2 (1996), pp. 90-94. This study examines what kind o f supervision vetera n classroom teachers would need , ho w the traditional structur e support s an d addresse s the pedagogical an d philosophical needs of veteran teachers, and the role of supervision for veteran teachers. The findings indicated fou r major issue s for furthe r substantiv e research: the purpose o f supervision, alternative s to th e traditional supervisory approach, the role of the supervisor within the complexities of today's teaching environment, and issues of power and control in supervision experiences. Corcoran, Ellen. 'Using Case Studies in Supervision: No Simple Stories/ Teaching Education 6 (1993), pp. 133-141. This article is an account of a case study which is an example of the kinds of material developed by a group of supervisors who meet in a seminar format twic e a month for two semesters to address th e wor k an d difficul t situation s ne w supervisor s encountere d i n th e proces s o f supervising teaching. A supervision curriculum is developed based on these materials generated to introduce challenging issues to new supervisors who are encouraged to raise questions and express concerns with the experienced members of the group. Ellis, Michael V. and Douce, Louise A. 'Group Supervision of Novice Clinical Supervisors: Eight Recurring Issues/ Journal of Counseling and Development 7 2 (1994), pp. 520-525. This paper describes one way to the supervision of new, inexperienced clinical supervisors, in the field of counseling and psychology. Similar to teaching, opportunities of formal superviso r training are limited. The authors feature a group approach to supervising supervisors and focus An฀Annotated฀Bibliography฀19 9฀ on eight recurring supervisory issues: supervisor anxiety, intervention choices, group cohesion, responsibility, parallel process, power struggles, individual differences, an d sexual attraction. The stud y suggest s variou s way s thes e supervisor y issue s ar e assesse d an d successfull...