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

Date
2002
Advisor
Supervisor
Co-Advisor
Co-Supervisor
Instructor
Source Title
Eğitim ve Bilim
Print ISSN
1300-1337
Electronic ISSN
Publisher
Türk Eğitim Derneği İktisadi İşletmesi
Volume
27
Issue
123
Pages
64 - 71
Language
English
Type
Article
Journal Title
Journal ISSN
Volume Title
Series
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.

Course
Other identifiers
Book Title
Keywords
Teacher development, School-based supervision
Citation
Published Version (Please cite this version)