AntepliIILP2essay

When asked what were the most challenging issues in supervision, Ms. Lord stated that dealing with personality differences, supervisee resistance, and training management were issues that stood out the most for her. Ms. Lord described herself as a team player who will do what is necessary to serve her students so if she needs to stay at work later than normal, perform tasks that aren’t necessarily in her job description, etc. that is what she will do. She

She also worked with Dr. Tammy Weiner and a working group to design the initial plans for the development of on-line courses at the university. In addition to these contributions, Dr. Morrow’s contribution to student success was one of her top priorities. Some people are born teachers and Dr. Morrow is one of those persons. She never taught because it provided her employment, but instead she taught because she loved the students and she loved teaching as a profession. She organized study and review sessions for students in the evenings on a consistent basis. She stayed at school two nights a week to offer additional evening office hours. In addition to the regularly scheduled two nights per week, she would meet with students for evening office hours whenever requested by the student. She also had an interesting mandated policy for students who were not performing well in her class. They were required to come to meet with her once a week to ensure they understood the assignments and materials covered in

This is very different from what supervision has been in the past. I plan to use this approach to help me to develop a successful school atmosphere, where teachers and administrators collaborate and reflect in order to best meet the needs of students. This will guide the professional development and staff meetings at my school. It will also guide how I evaluate and communicate with teachers. I believe this approach is very balances and can help make a school equally

A newly licensed teacher walks into her empty classroom on the first day of school. She has her curriculum guide, her pacing calendar, her unit instructional plan, and her lesson plans for the first week. She has her copies made and in her mind she has stored the countless hours’ worth of instruction she received for four years. The bell rings, and it is time for her first class. With a somewhat nervous breath, she watches as students begin pouring in.

A. The audience, students and adults that had strict teachers going through school. Joanne Lipman also was writing to the teachers that are harsh to their students. “Studies have shown, among other things, the benefits

Which can be done by preparing a template which includes the process of supervision, evaluation system and outcome to measure success (Royal college of nursing, 2002). There are also various models and theories given by several authors to make supervision effective (Sloan & Watson, 2002). Understanding functions of these models and theories can prove its importance in conducting a supervision session. The supervision session can be recorded for the purpose of debriefing.

Pam Johnson, the supervisor in this practitioner’s reflection, uses the collaborative approach with Ms. Rogers who is an outstanding second-grade teacher. Using this approach allows both teacher and supervisor to share equal responsibility in resolving issues. That means they also mutually contribute to expressing their ideas and concerns to reach a middle ground. Ms. Johnson and Ms. Rogers began with implementing the first step of the clinical supervision process, which is the preconference. The teacher predetermines one of her possible teaching flaws before the meeting begins. This is remarkable since it shows that the teacher was not only aware of some classroom shortcomings, but she set the stage and focus of the meeting. Identifying a

(2011), Thirty one percent of the teachers in the GREAT intervention report that while the certified officers where teaching the GREAT lessons, they use that time to grade school work or prepare future class lessons. Also, some of the teachers ignore the student’s misbehavior, leave the classroom for breaks, and use the time to speak to students about non-GREAT topics. In addition, one of the component of the GREAT program encourages teachers to reinforce some of the intervention’s content during regular school hours, but eighty four percent do not do so (Esbense et al., 2011). The classes that do not have teachers involved are more likely to lead to some issues with time and class management. It was noted that a small percentage of GREAT instructors are forced to eliminate some context of the weekly lessons due to lack of time, which was directly related with students misbehaving (Esbense et al., 2011). These obstacles that the GREAT instructors face do not hinder the effectiveness of this particular

Currently, Miss Agos is completing her clinical experience and is student teaching in a second-grade classroom at Madison Elementary School in Skokie, Illinois. As her university supervisor, I have had many occasions to observe her dealings with students and staff as well as evaluate her lessons.

Currently, Miss Brandys is completing her clinical experience and is student teaching in a second-grade classroom at Madison Elementary School in Skokie, Illinois. As her university supervisor, there has been many occasions for me to observe her exchanges with students as well as evaluate the delivery of lessons.

In regards to learning, many people have the assumption that the answer to a problem is more important that the process itself. But I strongly support learning to involve as much hands-on and first-hand experience as possible for all ages of students. Teachers need to provoke learning though problem solving, interacting with others, and encouraging students to ask and answer their own questions. Those, in a nutshell, are the major assumptions that influence my perspective on supervision and

The next time he decided that to administer insulin. Clinical assessors required to make professional judgements in interpreting what the minimum acceptable levels of competence are in respect to professional standards. These judgements are frequently made with in the role relationship of that of a mentor cum assessor to a student (Stuart 2005). As it is a skill involved, I found it was difficult for him to memorise all the step and rationales. I explained about my experience when I was a student nurse and concept of learning through practice. For students learning during clinical practice is a complex activity. The student has to contend and learn to deal with complex, unstable and uncertain worlds of practice (Schon 1987). With on going support I facilitated learning environment to practice the procedure under supervision

The action that took place in this case study was that Mr. Meadows responded to a parental concern and provided Ms. Smith several options to choose to find a solution to resolve the parental concern. The teacher was a first year teacher and she stated that she was unsure on what she should do concerning parental contacts. The supervisory approach of direct informational is an approach that works well with teacher that lack the level of development that a veteran teacher would possess. I feel very confident of working and applying any of the approaches with teachers. I have been a supervisor of people for around two decades before I became a teacher. As a manager of people in three Forbes Global 2000 companies, I was trained to identify my managerial

This project will utilize a longitudinal experimental design to evaluate the impact of mental health consulting on suspension and expulsion beliefs and practices of teachers who received Teaching Pyramid training and distance coaching. Random assignment will occur at the school- or center-level, meaning that an entire school or center will be assigned to either the experimental or the control group. This study will utilize a randomized matched sample procedure to control for the effects of program variables, such as size on the outcomes of the intervention. Each center in the control group will be matched with a center in the experimental group of similar size. This design is modeled after the design adopted by Artman-Meeker et al. (2014), which was used to control for differences in teacher characteristics, management style, and resources potentially associated with the size of the center.

These documents are a set of predetermined criteria that defines appropriate nursing interventions and describes situations in which the nurse makes judgments relative to a course of action for effective management of common patient problems (Patient care/ Protocols, 2002). There are several protocols and procedures available in the school setting, these documents include medications protocols, treatment and procedures protocols and also the use of (AED) Automated external defibrillator and