Pedagogical Supervision and Educational Success

Objectives

a. To confront, question and rebuild personal subjective theories (beliefs, conceptions, opinions ...) about pedagogical supervision.
b. To discuss the role of pedagogical supervision to improve educational processes and outcomes.
c. To recognize the different educational contexts in which the pedagogical supervision occurs/ may occur.
d. To distinguish different supervision models / processes / styles, valuing a critical, reflective and ecological supervision practice.
e. To understand the role of different players in the training process.
f. To grasp the specifics and educational potential of different pedagogical supervision strategies.
g. To practice some research and critical analysis skills.
h. To improve cooperation skills.

Program

1. Introduction
1.1. Concept (s) supervision
1.2. Object(s) and goals of pedagogical supervision

2. Supervision and professional development
2.1. Supervision contexts
2.2. Pedagogical supervision models
2.3. Professional teacher knowledge and skills
2.4. Professional development of teachers and educators

3. The supervisor
3.1. Supervisor definition(s)
3.2. Supervising skills and features
3.3. Supervisory styles and practices

4. From supervision to educational success
4.1. Dimensions of the pedagogical supervision
4.2. The process of supervison
4.3. Supervion Strategies

Teaching Methodologies

Bearing in mind the course’s goals and its target audiences, it is intended to promote dialogue and reflection on a number of issues related to pedagogical supervision, either as part of initial training and professional development of educators / teachers, or regarding the development of educational organizations, aiming educational success.
In this context, the course is based mainly on i) dialogued expository sessions supported both on audiovisual and bibliographical documentation and the students’ experiences and conceptions; ii) document analysis in groups (documents may be indicated and / or provided by the teacher or chosen by the students regarding their own interests and needs); iii) and tutorial sessions for knowledge clarification and monitoring of pair work in progress.

Students’ assessment results from two fundamental elements:

i) The completion of a written paper to be developed in pairs, (75%);
ii) Oral presentation and discussion of the paper (25%).

Bibliography

Alarcão, I. & Roldão, M. C. (2008). Supervisão. Um contexto de Desenvolvimento Prof. dos Professores. Ramada: Ed. Ped.
Berry, A.; Clemans, A. & Kostogriz, A.(Eds.). (2007). Dimensions of prof. learning. Rot.: Sense Pub.
Day, C. (2001). Desenvolvimento prof. de prof. Os desafios da aprendizagem permanente. Porto: Porto Ed.
Glanz, J. & Sullivan, S. (2000). Supervision in practice: 3 steps to improving teaching and learning. Thousand Oaks: Corwin Press
Harris, A. (2006). School improvement: what's in it for schools? London: Rout. Falmer
Hicks, C.; Glasgow, N. & McNary, S. (2005). What successful mentors do. Thousand Oaks: Corwin Press
MacBeath, J. [et al.]. (2007). Schools on the edge: responding to challenging circumstances. London: Paul Chap.
McLaughlin, M. W. & Talbert, J. E. (2006). Building school-based teacher learning communities: prof. strategies to improve student achievement. NY: Teachers College Press.