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      Focusing on evaluation of teacher development? a model for school-based supervision

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      Author(s)
      Baş-Collins, Ayşe
      Date
      2002
      Source Title
      Eğitim ve Bilim
      Print ISSN
      1300-1337
      Publisher
      Türk Eğitim Derneği İktisadi İşletmesi
      Volume
      27
      Issue
      123
      Pages
      64 - 71
      Language
      English
      Type
      Article
      Item Usage Stats
      131
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      38
      downloads
      Abstract
      ll aspects of work, and even play, require an allusive entity called supervision. Supervision models vary from loosely organized structures, to strict activity overview. The 'instructional supervisory role" may be one or several individuals, working to assist school personnel to perform better. They may be from outside the school (ie. national inspection system) or the principal or department head or senior instructor. As in other countries, Turkey has private and state schools. Both are subject to regular inspection by a centralised National Inspection System. However, in order to overcome shortfalls of the National Inspection System, private schools have established their own teacher evaluation programs. This paper assesses current private school-based supervision practices. It is intended to provide a school-based supervision model, through which private secondary schools may improve their performance and accountability while enhancing teacher quality.
      Keywords
      Teacher development
      School-based supervision
      Permalink
      http://hdl.handle.net/11693/54289
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