Part of the Curriculum and Instruction Commons, EducationalAdministration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Education Economics Commons, Education Policy Commons, International and Comparative Education Commons, and the Teacher Education and Professional Development Commons
The Master of Arts (M.A.) in EducationalAdministration, Elementary School Principal program provides aspiring school leaders a combination of online courses and field experiences that draw upon the best available theory, research, and experiential wisdom. The coursework is offered online while the field-based internship is completed under the supervision of experienced school administrators. This provides a purposeful balance of academic prepara- tion and field-based practical experience to produce an effective school administrator. Students in the masters program must take and pass a compre- hensive written examination at the completion of their coursework. Upon completion of the online EducationalAdministration degree, including the accom- panying field-based internship, students may earn Elementary School Principal (Grade K-8) licensure. Students should contact their state for specific licensure requirements.
In this study, an e-learning platform was formed to enable school teachers and administrators to attend graduate programs in the field of educationaladministration, supervision, planning and economics. In this framework, for the non-thesis educationaladministration, supervision, planning and economics graduate programs to be conducted in the Institute of Educational Sciences in Anadolu University with using the e-learning method, cost of technical infrastructure for e-learning method, unit costs of students attending a program, cost advantage per credit and time advantage between e-learning and formal education were calculated. In addition, profitability of educational investment in e- learning and application of e-learning were discussed. A descriptive research method is used in the study. Research universe is the students, attending educationaladministrationsupervision planning and economics graduate program in Anadolu University’s Institute of Educational Sciences in the 2003-2004 academic year. Universe but not sampling, was used as the research universe in this study. In evaluation and economic analysis of the e-learning model, inflation rate and risk free rate of interest variables are used as the main variables. The value of annually compound rate of nine months Treasury bill (29.90 %), opened bids on November 4, 2003 was used as the risk free rate of interest in the economic analysis. In the economic analysis of the non thesis web based application model of educationaladministration, supervision, planning and economics program as an educational investment, five year present values of discount rates were calculated according to the %29.90 discount rate value for determining incomes and variable expenditures. Findings of the study can be stated as follows: Unit costs per students for e-learning method is lower than formal education. e-learning method provides cost advantage per credit. Due to the absence of fixed costs from the beginning of the second academic year, total incomes are larger than total expenditures which makes investments in e-learning graduate program profitable. The e-learning method is also found to be time saving when compared to formal education.
3. Political Instability: Effective educationaladministration depends among other things, on stable, peaceful political environment and continuity in governance. In Nigeria, the polity is not stable. Apart from the long period of military rule in Nigeria, which was characterized by instability in governance and unstable educational policies, successive civilian regimes are not much better. The situation has been such that good educational programmes and projects being implemented by one government are abandoned as soon as another government takes over. To this end, many school administrators face the problem of shortage of infrastructures in schools. This usually impedes their effectiveness. 4. Poor Monitoring and Supervision: Implementation of educational plans is the major task of educational administrators. For this to be effectively done; there is need for good monitoring and supervision of schools. However, many schools in Nigeria are not properly monitored and supervised, thereby giving room for administrative ineptitude, poor job performance by the teachers and high rate of indiscipline among staff and students. Many supervisors who monitor and supervise schools lack professional training and are less competent than most of the teachers they supervise. The internal supervision which ought to complement the external one being conducted by the Ministries of Education is not regularly done by school heads and heads of departments. Regular monitoring and supervision is necessary for quality assurance in schools and where this is lacking the quality of outputs of the school system will be affected.
Table (4) indicates that the M's ranged between 1.74 and 4.21, as item (4) providing "Supervisor rarely visits the teachers because of large numbers of teachers on his schedule', ranked first with (4.21) M and "high" estimation degree. This may be interpreted by that the educationaladministration, with its three levels: higher (Ministry of Education), medium (Directorate of Education), and executive (the School), poorly perceives the importance of the educationalsupervision processes in improving the educational process, in general; as well as increasing the students' achievement, in particular. This negatively reflects on the processes for planning, coordination, communication and monitoring the supervision processes. Moreover, such difficulties may also explained by that the supervisors do not possess skills of communication and continuation with the teachers, and skills for the modern evaluation basics to assess teachers; in addition to the insufficiency of the class visits (most often one visit a year) to evaluate the teacher. Also exists the poor coordination between the supervisor and the teacher, on one hand, and the supervisors and school management, on the other. This is attributed to the fact that the Ministry of Education (MOE) lacks clear educational plans, which cause to leave the effort of every supervisor far from the teamwork spirits. Meanwhile, item (5) providing: "Scarcity of accepting the supervisors' views when introducing new educational programs Scarcity of accepting the supervisors' views when introducing new educational programs" came last with 1.74 mean and little degree. Finally the mean of the domain, as a whole, was 3.06 and a medium estimation degree.
This course provides initial opportunities for Educational Specialist credential candidates to observe various learning characteristics of students with diverse needs and to actively participate in two or more special education settings and grade levels spending a minimum of 45 hours evenly spaced during the quarter under the supervision of a district cooperating teacher and a university supervisor. In addition, candidates are expected to attend 5 on-campus seminars. This course will provide the candidate with an excellent opportunity for assessing one’s aptitude for a special education professional career. (This course is a pre-requisite course and may be taken concurrently with EDSP 301.)
A planned administrative field experience/internship in a school, school district, or educational agency; a practical or creative project dealing with an actual educational situation in an educational institution under supervision of a faculty member in the area of administration. May be graded S/U. Permission of supervisor and plans needed one semester in advance of registration. Repeatable. Fall, Spring, Summer
This program will prepare you to work as a school counselor. Coursework focuses on the theory and skills needed by today’s school counselors to work with a diverse population in education and professional settings. Guided field experiences will help you develop your skills in educational assessment, personal and social counseling, academic and career counseling, program development and coordination, supervision and consultation, and laws and ethics.
593-1 to 3 per topic Individual Research. Maximum of six hours toward master’s degree. Selection, investigation and writing of a research assignment under the personal supervision of a graduate faculty member in one of the following areas. (a) Ad- ministration, (b) Buildings, (c) Supervision of curriculum, (d) Finance, (e) School law, (f) Supervision, (g) Comparative edu- cation, (h) History of education, (i) Philosophy of education, (j) Sociology of education, (k) Adult and community education, (l) Higher education. Graded S/U only. Special approval needed from the instructor.
593-1 to 3 per topic Individual Research. Maximum of six hours toward master’s degree. Selection, investigation and writing of a research assignment under the personal supervision of a graduate faculty member in one of the fol- lowing areas.(a) Administration, (b) Buildings, (c) Su- pervision of curriculum, (d) Finance, (e) School law, (f) Su- pervision, (g) Comparative education, (h) History of educa- tion, (i) Philosophy of education, (j) Sociology of education, (k) Adult and community education, (l) Higher education. Graded S/U only. Prerequisite: consent of instructor. 594-3 Advanced Qualitative Research. This course is a doctoral-level seminar in qualitative research. The course builds on EAHE 587, "Introduction to Qualitative Re- search," by focusing on the design and implementation of
Group clinical supervision is a frequently used and efficient format for supervision, team building, and staff growth. One supervisor assists counselor development in a group of supervisee peers. The recommended group size is four to six persons to allow for frequent case presentations by each group member. With this number of counselors, each person can present a case every other month—an ideal situation, especially when combined with individual and/or peer supervision. The benefits of group supervision are that it is cost-effective, members can test their perceptions through peer validation, learning is enhanced by the diversity of the group, it creates a working alliance and improves teamwork, and it provides a microcosm of group process for participants. Group supervision gives counselors a sense of commonality with others in the same situation. Because the formats and goals differ, it is helpful to think through why you are using a particular format. (Examples of group formats with different goals can be found in Borders and Brown, 2005, and Bernard & Goodyear, 2004.)
The result of the first hypothesis indicated that teachers’ educational qualification significantly influences supervision effectiveness of examinations. The findings are in line with the views of Gleen (2000) who observed that the quality of a good supervisor is directly dependent on the quality of his teaching staff. He also felt highly qualified teachers are the best resources and assets in an educational system and supervision effectiveness of examinations. In the same vein, Olatunji (2002) after carrying out a study in which they compared the effectiveness of supervisor by non-professional post-graduate teachers and National Certificate of Education (NCE) teachers in agricultural science in teaching with a problem solving approach found that only professionally trained teachers could effectively teach with a new problem- solving approach in a particular subject. This was unconnected with the fact that untrained teachers showed no evidence of understanding the new approach. Nwokafor (2004) also remarked that a well trained supervisor is expected to perform better than non trained supervisor. Interest on supervisors, qualification and supervision effectiveness of examinations has been intensified among educational scholars, policy makers and researchers.
schools. Equally important to observe is that in Kenya, heads of institutions are central to the successful management of educational institutions and implementation of the total curriculum. The head teacher therefore sets the tone of the school and has the responsibility of creating a healthy environment conducive to effective teaching and learning. The argument being made here is that heads of schools play a significant role in the overall success of a school. They thus should be persons with appropriate academic qualifications, professional qualifications, experience, competence, integrity and initiative. It is no doubt than that the current study will significantly enhance the position of headteachers in discharging their duties. This study endeavored to find out the training needs of primary school headteachers in educationalsupervision with the hope that given the relevant training, the headteachers could be better positioned to effectively and efficiently carry out educationalsupervision. The observation that there were significant discrepancies between the current and the desired educational supervisory practices in professionally recognized competencies revealed the need for a comprehensive and specialized training to reduce these discrepancies. The teacher training institutions in the country should therefore re-examine their programmes so as to make them more responsive and relevant as regards to the training needs in educationalsupervision. Perhaps this could fill the gaps so identified by the study and generally improve the education standards in the country. The section that follows makes recommendations from the study.
It is often mentioned, you know an innovative educational leader when you see one, but identifying their specific traits are often hidden in their daily problem-solving activities. As stated in the textbook Innovative Educational Leadership through the Cycle of Change, innovative leaders are individuals who inspire trust among their fellow workers, they have been effective team members and served well in past leadership roles as a collaborator, and they take the “extra step” to make certain that the team mission is accomplished (Cunniff, 2013). It is also clear that the innovative leader uses assessment data to make organizational decisions and strives for continuous improvement, providing credit where credit is due.
In addition, the EducationalAdministration Program has developed many rubrics that are used for evaluation of candidate work and performance .Each rubric is an evaluation tool with specific course content criteria that are typically assessed on a graduated continuum. Rubrics have several advantages including clarifying standards to learners, describing a range of quality from poor to outstanding, facilitating a learner's self-appraisal of work or performance, and increasing the responsibility a learner assumes for work and
Course requirements for the Masters Degree in EducationalAdministration include the completion of a minimum of 45 quarter units of acceptable work. Thirty-three units must be completed at California State University, San Bernardino and a minimum of 24 quarter units should be taken after a student has been advanced to candidacy (Step 5). NOTE: All students must satisfy the upper division writing requirement and be admitted to the program by the end of their second quarter.
both studies, the two teaching hospitals were compared; attending doctor’s found no significant difference between the two different hospital settings and specialist registrars found a better quality of clinical supervision in district teaching hospitals (2,9). In these studies the base of compari- son was different hospital setting whereas in our study clinical supervision was com- pared among attending physicians and resi- dents in seven different wards but only in teaching hospitals.
Note the use of ‘I’, ‘my’ and ‘me’ throughout this extract, this is a very personal insight to the level of trust Julie placed in the group. Initial noting and subsequently more detailed emergent themes note the use of the Humpty Dumpty analogy, she has fallen apart knowing she would be put back together again and there was a sense that she could not do that in many situations. It also gives the reader a sense of how fragile she felt that it didn’t take much for her to break. The analysis also led to a scrutiny of this idea that she knew she hadn’t quite processed the ‘tricky situation’ but the space available and the sense of safety she felt in this group allowed her to open Pandora’s box and take a look at what was really inside. It is worth noting that for participants to achieve the desired PURPOSE (main theme) of group supervision, for it to be Productive (superordinate theme) and for it to Restore a sense of self (subtheme), participants are saying all these ingredients need to be present and further analysis of the experiences of the participants in this study suggest that this does not happen easily, in fact in many of the participants descriptions the exact opposite occurs.