Author

Chad Daloia

Defense Date

3-11-2009

Graduation Date

2009

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Interdisciplinary Doctoral Program for Education Leaders (IDPEL)

School

School of Education

Committee Chair

Jim Henderson

Committee Member

Pete Miller

Committee Member

Jean Higgins

Keywords

Novice Teachers, Supervision

Abstract

The first clinical supervision experience can significantly impact a novice teacher's overall success during the early years of their teaching career (Robinson, 1998). It is a very stressful, challenging time, and for many, it is the first time he/she is asked to take on multiple roles aside from direct instruction and professional responsibilities (Sykes, 1996). As districts work to better align policies and induction programs with the changing needs of novice teachers, they must face the fact that they serve powerful roles as teacher educators, mentors, and retainers. It is important for administrators to self-assess how districts are meeting or failing to meet these needs (Grossman & Thompson, 2004). Prescriptive mentoring programs cited by Smith & Ingersoll (2004) have failed to meet the mark. This study will attempt to provide thick description of the clinical supervision process through the lens of novice teachers. Utilizing a social learning intervention, novice teachers took part in semi-structured interviews (pre-observation and post-observation), professional development (intervention), and reflection writing to assist in their development and preparation for the clinical supervision process. Through rich, thick description of the novice teacher's experience, I intend to shed light on their perceptions, development, and preparation for their first observation within their new district.

Format

PDF

Language

English

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