Direct Assistance to Teachers

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Running Head: DIRECT ASSISTANCE TO TEACHERS Direct Assistance to Teachers Teresa McNair Grand Canyon University: EDA 5551 May 9, 2012 Direct Assistance to Teachers “Direct assistance to teachers is one of the crucial elements of a successful school” (Glickman, Gordon, & Ross-Gordon, 2010, p. 288). Direct assistance provides one on one support which is necessary to promote the attainment of knowledge, interpersonal and technical skills needed by our teachers to be efficient in the classroom instruction and management. Within our educational organizations today, clinical supervision and peer coaching are currently two of the most popular forms of direct assistance used. Within today’s educational organizations, many changes are taking place which now puts majority of the responsibility on administrators. With this amount of accountability, administrators must ensure the academic success of their students through the effective use of supervisory practices. Many educational organizations use clinical supervision and peer coaching to help guide and encourage teachers are they grow to become proficient educators. By conducting continuous research on the supervisory practices, administrators will then have the opportunity to implement the most effective method. According to Glickman (2010), “Clinical supervision is consistent with formative evaluation; it provides nonjudgmental assistance aimed at improving the teacher’s instruction” (Glickman et al., 2010, p. 293). This supervision method welcomes “face-to-face contact with teachers with the intent of improving instruction and increasing professional growth” (Acheson, 1977, p. 304). Clinical supervision is broken down in the following five stages: 1. Planning conference or pre-conference, involving the supervisor and teacher. 2. Observation of the teacher in the classroom. Information
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