Assignment 2: Objectives, Motivation, and Challenges, Part 2

Essay Instructions:

Assignment 2: Objectives, Motivation, and Challenges, Part 2 Due Week 5 and worth 150 points Refer to the Scenario for Assignments 1-5. Write a four to five (4-5) page paper in which you: 1.Make revisions to Assignment 1 based on feedback from your professor. 2.Analyze at least three (3) main background characteristics of the teachers (or trainers) that will be expected to attend the workshop. 3.Assess the teachers' (or trainers') overall motivation for teaching and general approaches to teaching. 4.Assess at least three (3) prevalent views of the teachers (or trainers) that are expected to be at the workshop have about instructional supervision and performance evaluation and improvement. 5.Develop a rationale for the theory (theories) and method(s) of supervision that the workshop will incorporate. (May include more than one (1) theory and rationale.) 6.Develop at least five (5) objectives, using Bloom's Taxonomy of Cognitive Objectives, for the workshop based on your philosophy, goals, and the characteristics of the teachers. 7.Analyze at least two (2) challenges to achieving the objectives and propose at least two (2) ways to overcome the challenges. 8.Provide at least three (3) relevant and credible references (published within the past five (5) years), documented according to APA, to support your views. Your assignment must follow these formatting requirements: -Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA. Check with your professor for any additional instructions. -Include a cover page containing the title of the assignment, the student's name, the professor's name, the course title, and the date. The cover page, revision of the precious assignment, and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: -Analyze issues that instructional supervisors / leaders encounter when developing successful learning environments. -Develop a philosophy of instructional supervision to include various roles, such as agent of change within the school or district, champion of academic excellence and integrity, advocate for student success, coach and / or mentor for teacher performance improvement, and mentor for career and professional development of teachers within the context of adult learning needs and priorities. -Analyze basic concepts, principles, theories, and skills of instructional supervision and leadership. -Recommend methods and a rationale for applying various models, steps, and tools available to supervisors and / or teachers in leadership roles to use in observation, mentoring, peer coaching, evaluation, and / or intervention processes to improve teaching and learning. -Design a professional development workshop for instructional supervisors / leaders. -Use technology and information resources to research issues in instructional supervision and leadership. -Write clearly and concisely about instructional supervision and leadership using proper writing mechanics. Click here to view the grading rubric for this assignment. ***SCENARIO*** Scenario for Assignments 1-5 Imagine that the superintendent of the large school district where you teach has asked each principal to appoint one (1) instructional leader per school to be responsible for instructional leadership, mentoring, and guiding the department heads. Your principal appointed you because you have twenty (20) years of teaching experience in three (3) school districts, and have a great rapport with teachers, students, and parents. In addition, you have recently completed your master's of education with a focus on instructional leadership (or a related academic discipline) and your principal (or manager) likes the new ideas you have proposed at staff meetings. As the appointed instructional leader, you will be given one less class to teach, so you will have a free period to be involved with mentoring and supporting the principal in his / her goal of teacher excellence and continued professional development. One of your first tasks is to design a four (4) hour instructional supervision / leadership workshop for the educational organization's nine (9) department heads and nine (9) assistants, which will take place one (1) week before teachers start the new year. Although you, the department heads, and their assistants do not have personnel management responsibilities, you are all responsible for providing instructional supervision and leadership for new and experienced teachers. The principal requested that you submit the workshop proposal in stages so he or she can review and provide feedback on each part of the workshop. (Your professor for this course will play the role of the principal. You will be expected to take the feedback from your professor and incorporate it into revisions.) There will be five (5) assignments. Assignments Week Assignment 1: Workshop Proposal, Part 1 3 Assignment 2: Objectives, Motivation, and Challenges, Part 2 (Revise Part 1 based on feedback from the professor.) 5 Assignment 3: Instructional Leadership Skills, Part 3 (Revise Part 2 based on feedback from the professor.) 7 Assignment 4: Support Teachers' (Trainers') Professional Development, Part 4 (Revise Part 3 based on feedback from the professor.) 9 Assignment 5: Presentation of Workshop Design, Part 5 10 ********CAN U PLEASE PROVIDE THE ANNOTATED BIBLIOGRAPHY WITH THIS PAPER B/C IT WAS MISSING OUT OF THE FIRST PAPER AND MY PROFESSOR STATES IT NEEDS TO BE INCLUDED****** ((Provide an annotated bibliography of at least five (5) academic sources and two (2) Websites, published within the last five (5) years that might prove valuable in developing the workshop.))

Essay Sample Content Preview:

Objectives, Motivation, and Challenges in instructional supervision Name: Institution: Date: Instructional supervision relates to the steps undertaken by administrators to ensure that learning goes on smoothly in learning environments. The supervisors interact with both teachers and students by monitoring the progress in teaching and motivating students. Additionally, the supervisor offers guidance and feedback to ensure the development of teacher professionalism. In essence, instructional supervision seeks to improve education standards through interaction and problem solving in teachers (Zepeda, 2007). Supervision is a vital role for the teaching profession, and teachers also learn more through reviews from their colleagues. This is different from evaluation which seeks to rate the performance of teachers through observations and other forms of assessments. Both supervision and evaluation of teachers are important tasks of a school head’s instructional leadership (Khan et al. 2009) Instructional supervisors are faced with the problem of teacher autonomy, being both a teacher and supervisor could lead to a conflict of interest. Teachers would want autonomy and supervision may at times be seen to be challenging the role of personal preference (Vieira et al. 2008). Nonetheless, teacher’s motivation may be influenced by the frequency of supervisors visit. Teachers are more likely to feel appreciated when there is communication and feedback from supervisors and the visits are more frequent. Thus, there is a need to build trust between teachers and instructional supervisors in order to enhance autonomy. However, achieving autonomy in the education sector may be difficult depending on the communication skills of the supervisor and the relationship with teachers. The teachers and trainers that will attend the workshop will be selected on the basis of their proven leader ship skills, communication or experience in the teaching professional. Thus, they must have been evaluated after having held various positions in the school including departmental heads; while trainers ought to have a proven track record and ought to regularly provide feedback to teachers, for all parties communication skills are essential to ensure that they get their message across and in supervision. It is the duty of school heads to ensure that principals attain new skills and celebrate the achievement of teachers (Khan et al. 2009). Like other jobs teacher motivation and job satisfaction depends on the work conditions and the pay scales. The development of physical facilities was also to be a motivating factor though a necessary condition. In essence, teachers in schools that have adequate infrastructure report higher levels of motivation, including a clean environment, to the extent that the location of the schools was also a determinant of their motivation. Previous workshops that enhanced training while focusing on specific subjects were also motivating. Overall, the role of head teachers and instructional supervisors in motivating teachers is a common theme across all schools. They not only provide the leadership role but are also role models to the teachers; no matter the size of the school, instructional supervisors and leaders could be the difference on discouraging absenteeism which occurs because of low motivation. Supervision is a vital role in the teaching professional as at it helps to link students with teachers through the supervisors. In addition, it motivates both students and teachers as there is introduction of new perspectives on teaching. Supervision helps improve instruction in the classes and participants are to expound on how to better achieve results with new methods of teaching. Overall, lesson plans are more adhered to by the teachers and the teachers also prepare adequately when the frequency of supervision increases. The teachers should be supervised based ...

Updated on January 26, 2024

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