Supervision in Restructured Alberta: Policy Learning, Shifting Images and Professional Growth.Report as inadecuate




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This paper focuses on Alberta, Canada's 1998 "Teacher Growth, Supervision and Evaluation" policy, examining its origins and adoption along with the significant shift in images of teaching and supervision that it conveys. Both the process and substance of the policy are analyzed within the context of Alberta's larger plan to restructure education during the 1990s. Following an overview of the larger study upon which this paper is based, five key conceptual issues are addressed in a review of relevant literature (e.g., policy cycles and policy learning, successful educational reform, policies to encourage quality teaching, teacher supervision and evaluation and images of practice). The next two sections review aspects of the origin and adoption phases of this policy change. The paper discusses the image of policy change as learning and notes a metaphor of reform as capacity building. It concludes that this policy serves as an exemplary model for future educational reform. (Contains 148 references.) (SM)

Descriptors: Educational Change, Educational Policy, Elementary Secondary Education, Faculty Development, Foreign Countries, Higher Education, Teacher Evaluation, Teacher Improvement, Teacher Supervision











Author: Brandon, Jim

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6696&id=ED466705



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