INSTRUCTIONAL SUPERVISION: A Thesis Submitted to the

[Pages:171]INSTRUCTIONAL SUPERVISION: PERCEPTIONS OF CANADIAN AND UKRAINIAN

BEGINNING HIGH-SCHOOL TEACHERS

A Thesis Submitted to the College of Graduate Studies and Research In Partial Fulfillment of the Requirements

For the Degree Master of Education In the Department of Educational Administration

University of Saskatchewan Saskatoon

By Benjamin Kutsyuruba

? Copyright Benjamin Kutsyuruba, September, 2003. All rights reserved.

PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this thesis in any manner, in whole or a part, for scholarly purposes may be granted by the professor who supervised my thesis work or, in his absence, by the Head of the Department or the Dean of the College in which my thesis work was done. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition should be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis. Requests for permission to copy or to make other use of material in this thesis in whole or part should be addressed to:

Head of the Department of Educational Administration University of Saskatchewan Saskatoon, Saskatchewan S7N 0X1

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ABSTRACT During the past several decades, instructional supervision and professional development have been identified as vehicles to enhance the performance of teachers. One of the most critical problems facing the profession is how to improve the development of beginning teachers. The purpose of the study was to examine beginning teachers' perceptions of actual and ideal approaches to supervision and their perceived connection to professional development in Canadian and Ukrainian high schools. The study was based on the belief that the supervisory process should be a collaborative effort reflecting the professional concerns of the individual teacher. The conceptual framework dwelt upon supervisory choices for beginning teachers, namely collaboration with supervisors or peers, and self-reflection. Stemming from the need for improved supervision of teachers was a need to develop a connection between supervision and professional development for the purpose of instructional improvement. Quantitative and qualitative methods of inquiry were used in this study. The survey was used to elicit teachers' points of view and to establish a profile of the supervision experiences of high school teachers in their first years of teaching in the areas of Saskatoon, Canada and Chernivtsi, Ukraine. The sample consisted of 22 teachers in Canada and 26 teachers in Ukraine. The qualitative data were obtained through the use of semi-structured interviews that incorporated open-ended questions. Interviews were conducted with four of the survey respondents in each country. Participants' responses were analyzed according to the research questions and recurring themes. The findings revealed that in both countries beginning teachers desired more frequent use of supervision that meets their individual professional needs. A choice in

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supervisory approaches, better planning, and active involvement in decision making process regarding the supervisory practices were viewed as being beneficial for them. Beginning teachers advocated a need for supervision that promotes trust and collaboration, and that provides them with support, advice, and help.

Respondents advocated supervision that is closely connected to professional development. They expressed the desire to grow professionally and improve their instruction in order to provide quality education for students. Participant responses, for the most part, aligned with the literature which indicated that beginning teachers need extensive supervisory assistance. A number of implications were derived for theory, practice, and further research.

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ACKNOWLEDGEMENTS The completion of this thesis would be impossible without the support and encouragement of many special people, to whom I extend my sincerest gratitude. I would like to thank my advisor, Dr. Patrick Renihan, whose expertise, advice, and guidance were of invaluable help throughout this year. His encouragement, his understanding, and most of all, his patience, are greatly appreciated. I am truly grateful for his mentorship and dedication. Special thanks to committee members, Dr. Larry Sackney and Dr. Sheila CarrStewart for recommendations and suggestions. Many thanks to others who participated in this study by giving their time and advice. I would like to thank the school divisions and principals for granting permission to do the research. I am grateful to all the teachers in Canada and Ukraine who gave their time and energy to participate in this study. Without your reflections and rich information this study would not have been possible. Most importantly, I have been greatly supported by family and friends. I would like to express my deepest appreciation to my parents, who always encouraged and supported my educational pursuits, no matter the cost and personal sacrifice. I am forever grateful and I thank you sincerely. I would like to thank my relatives and friends for their prayers and support. My greatest gratitude to my fianc?e Olichka, whose love, understanding, encouragement, and unselfish sacrifices have allowed me to achieve my goals. Finally, thanks to God, for His love, His grace, and His countless blessings.

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DEDICATION To My Fianc?e Olichka ? The Love of My Life. To My Parents, Venedykt and Oryssya Kutsyuruba ?

It's a Blessing to Have Parents like You.

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TABLE OF CONTENTS

PERMISSION TO USE....................................................................................................... i ABSTRACT........................................................................................................................ ii ACKNOWLEDGEMENTS............................................................................................... iv DEDICATION.................................................................................................................... v TABLE OF CONTENTS................................................................................................... vi LIST OF TABLES............................................................................................................. ix LIST OF FIGURES ............................................................................................................ x

CHAPTER 1 ....................................................................................................................... 1 INTRODUCTION .................................................................................................. 1

The Researcher........................................................................................................ 4 The Purpose of the Study........................................................................................ 6 Research Questions................................................................................................. 6 Significance of the Research................................................................................... 6 Context of the Study ............................................................................................... 7 Assumptions, Delimitations, and Limitations......................................................... 8

Assumptions................................................................................................ 9 Delimitations............................................................................................... 9 Limitations ................................................................................................ 10 Definition of Terms............................................................................................... 10 Overview of the Study .......................................................................................... 13

CHAPTER 2 ..................................................................................................................... 14 A REVIEW OF THE LITERATURE................................................................... 14

Introduction........................................................................................................... 14 Teacher Supervision and Evaluation .................................................................... 17 Definitions of Supervision .................................................................................... 19 Purposes of Supervision........................................................................................ 21 Models of Supervision .......................................................................................... 23 Providing Options for Teachers ............................................................................ 25

Clinical Supervision.................................................................................. 27 Developmental Supervision ...................................................................... 29 Collaborative Supervision......................................................................... 32

Peer coaching ................................................................................ 33 Cognitive coaching ....................................................................... 34 Mentoring...................................................................................... 35 Self-Reflection .......................................................................................... 37

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Portfolios................................................................................................... 39 Professional Growth Plans........................................................................ 40 Administrative Monitoring ....................................................................... 41 Summary ................................................................................................... 41 Connection between Supervision and Professional Development........................ 42 Characteristics of Supervision as a Professional Growth Model.............. 42 Fostering Professional Development through Supervision....................... 43 Integrating Supervision and Professional Development........................... 44 Conceptual Framework......................................................................................... 48

CHAPTER 3 ..................................................................................................................... 54

RESEARCH METHODOLOGY.......................................................................... 54

The Study Sample ................................................................................................. 54 Research Design.................................................................................................... 54 Research Methods................................................................................................. 55

Survey Methodology................................................................................. 56 Interview Methodology............................................................................. 57 Validity and Reliability......................................................................................... 59 Data Analysis ........................................................................................................ 60 Ethical Considerations .......................................................................................... 61 Summary ............................................................................................................... 62

CHAPTER 4 ..................................................................................................................... 63

ANALYSIS OF THE DATA................................................................................ 63

Demographic Information..................................................................................... 64 Experience with Supervision ................................................................................ 65

Experiences with the Supervisory Process ............................................... 65 Evaluation Process .................................................................................... 68 School Policies on Supervision................................................................. 69 Satisfaction with the Process of Supervision ............................................ 70 Relationship of Quality of Supervision to Perceptions of Actual Practices ................................................................................................................... 72 Supervisory Perceptions and Beliefs .................................................................... 73 Importance of Supervision........................................................................ 73 Perceptions Regarding the Frequency of Supervision .............................. 74 Beliefs Regarding the Supervisory Process .............................................. 77 Relationship of Perceived Quality of Supervision to Supervisory Beliefs87 Perceptions and Preferences: Actual and Ideal Practices ..................................... 89 Supervision and Professional Development ......................................................... 93 Connection between Supervision and Professional Development............ 93 Relationship between Satisfaction and Perceptions of Professional Development ............................................................................................. 98

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