School-based Instructional Supervision for Quality Management
School-based Instructional Supervision
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The book provides for effective school-based instructional supervision and support for the professional development of teachers for improving the quality of education in schools. It argues that the head of the institution is the key to building a better school. In school-based instructional supervision successful heads of institutions plan carefully for teachers to have adequate feedback, information, and assistance for their professional growth and development. Educational leaders, therefore, foster an organizational climate marked by trust, mutual respect, and a willingness to work collabora...
The book provides for effective school-based instructional supervision and support for the professional development of teachers for improving the quality of education in schools. It argues that the head of the institution is the key to building a better school. In school-based instructional supervision successful heads of institutions plan carefully for teachers to have adequate feedback, information, and assistance for their professional growth and development. Educational leaders, therefore, foster an organizational climate marked by trust, mutual respect, and a willingness to work collaboratively to solve problems. An important component of a head s instructional leadership is the recognition and clear acknowledgement of teachers. Reflection by the head has been considered as an effective instrument of professional development. The heads of institutions reflect and pass on to teachers their values, beliefs and concepts about their roles as instructional leaders, and apply their new knowledge and skills in real school contexts. The school-based instructional supervision by heads of institutions with the help of teachers includes four variables: reflection, classroom observation,
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