Shaping the Supervision Narrative: Innovating Teaching and Leading to Improve STEM Instruction

This paper offers a model of supervisory collaboration that brings teacher and administrator programs together through a lens of formative evaluation. The roles of teacher and principal must be collaborative to sustain student success, yet the preparation models for those respective positions are often isolated from each other, as varying university departments and focus areas exist in silos. Preparation programs must maximize the clinical experiences of teacher education and administrator preparation programs, with a focus on practical teaching strategies and authentic feedback to pre-service educators and their instructors for reflection and change. This paper overviews a collaborative supervision model and incorporates case study vignettes focused on reflective supervisory practices in a STEM instructional environment

Reframing educator preparation to collaboratively prepare teachers and administrators: challenges and advantages

Purpose This study examines reframing an organization that permitted three typically siloed university programs to collaborate around a shared experience focused on teaching, leadership, evaluation, and applied learning. Design Participants were seven faculty members who designed and implemented the shared experience. Data sources included participants’ responses to a feedback survey, meeting notes, and project documents. The data were coded and grouped based on themes. Findings Themes revealed challenges and advantages faculty experienced during the project. Challenges included creating shared expectations, technology, and continuity with student evaluators. Advantages included reflecting on teaching practices, frameworks, instructional strategies, and professional goals. Originality Despite the difficulty and rarity of cross-program collaborations, this study demonstrates how such efforts may incorporate best practices in preparing educators. </jats:sec