Judith A. Ponticell's scientific contributions
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Publications (24)
The notion of discretion in professional practice connotes the ideal of the exercise of learned, expert judgment by a teacher in the service of individual students' needs within the context of one of society's sanctioned institutions, that of public education. This chapter addresses the role of supervisors relative to discretion and trust. It explo...
The teacher accountability perspective and its reforms have been the subject of a growing body of criticism—from a variety of perspectives, and focused on a variety of aspects of the theory underlying accountability, the reforms it has spawned, and the outcomes it has engendered. This chapter focuses on the distribution, mechanisms, and effects of...
This chapter examines the complexities and tensions that underlie the role transformation of principal supervisors. It reviews the traditional role of the principal supervisor and traces its changes from administrator or manager in the school system hierarchy to current reform efforts designed to focus principal supervisors on supporting and develo...
This chapter explores the impact of high‐stakes, performance‐based accountability on instructional supervision, with an emphasis on how it has changed what principals and district leaders do. Instructional supervision is a key component of state and national leadership standards. These standards also are used to assess the effectiveness of school l...
This chapter looks at some key points—context, intent, process, enactors, and outcomes—in relation to recurring themes of conflict, convergence, and wicked problems. In today's schools and districts, building and supporting a climate for adult learning can conflict with the demands of a high‐risk, high accountability context for student learning. G...
This chapter explores the definition of profession. It also explores the interests and values that underpin the purposes of education, approaches to curriculum, and roles of teachers. The chapter focuses on how teachers can better position themselves to lead their field, including its knowledge base and reform efforts, and, in doing so, work toward...
Over the years, the federal government shaped educational policy to address different national interests. States have the option of accepting or rejecting the categorical grants offered by the federal government. The role of the federal government in guiding educational policy has increased greatly through the categorical grants. Stimulated in part...
This chapter explores the practice of teacher evaluation, identifying its past and current influences, so that educators might better understand and then proceed cautiously in this era of accountability which has come to impose such high stakes on the lives of teachers and administrators. Teaching is the central concern of teacher evaluation. Educa...
Teacher effectiveness is a measure of the outcomes of teaching, usually measured by standardized tests and statistical manipulations of those test scores. This chapter provides a brief history, models, and critiques of teacher performance assessments (TPAs), together with methods and findings from a state‐by‐state analysis of policies regarding TPA...
The chapter begins by examining cultural shifts and the historical context and original purposes of supervision. Next, it examines the aspects of critical pedagogy and leadership education, development, training, and identity, followed by an exploration of concepts in making the shift in supervision by focusing on supervisory identity. Critical ped...
This chapter explores the history of US educational supervision in the context of formal roles and sociopolitical dynamics of historical eras in education, primarily focusing on the Progressive Era through the present day. It draws on a variety of sources, including legislation, governmental reports such as A Nation at Risk, educational administrat...
Induction‐level teacher mentoring started in the form of district or state‐level policy initiatives to deal with issue of teacher attrition. Teacher mentoring practices supporting beginning teachers' learning to teach can also be differentiated in its goals, focuses, and processes depending on the kinds of teaching that beginning teachers are encou...
This chapter summarizes action research (AR) and appreciative inquiry (AI) within the overall structure of educational supervision. It focuses on the relationship between AR and AI regarding educational supervision. Supervision based on collaboration, participative decision making, and reflective practice has evolved from its bureaucratic origins....
This chapter explains an ongoing process, an effort in New York State called TeachNY begun in 2014. The State University of New York (SUNY) is the largest comprehensive public university system in the United States, with more than half a million students enrolled each year, 7000 programs, and 80 000 faculty and staff. A transformation as significan...
This chapter explores how two clinical practice professions—teaching and medicine—have approached the improvement of practice and client outcomes through various forms of collaborative inquiry among frontline practitioners. It focuses on conceptualization of collaborative inquiry to include additional forms of evidence of client responses to practi...
This chapter explores the key ideas, drawn from the literature, that help educators understand what practice‐based knowledge teachers and teacher candidates need to know as well as how this knowledge is developed. It illustrates the importance of using the same approaches to teacher candidate learning as currently called for in the research‐based,...
Classroom observation and feedback have long been part of educational supervision. Classroom observation has been a tool of choice in both the supervision and evaluation of teachers' performance and a focal point for providing feedback for instructional improvement. Observation instruments may be quantitative or qualitative in nature, designed to m...
This chapter focuses on the interconnections of adult development and adult learning with educational supervision. It focuses on adult development, adult learning at the individual level, adult learning in groups, and adult learning at the organizational level. The chapter discusses the ideas on how that research and theory can be applied by superv...
This chapter examines the impact of the policies on the quality of educational supervision for teachers, and its overall goals of producing high‐performing teachers, increasing student achievement, and ensuring greater equity. A highly effective teacher evaluation system should be based on professional teaching standards and accompanying policies t...
This chapter explores the relationship between professional development and organizational learning. It highlights the important role that school leaders play in establishing professional development as a tool for school reform. The chapter explains how one might use the new understanding of professional development and its linkages to organization...
This chapter discusses the past, present, and future roles of principal supervision across policy contexts. It explores pivotal supervision and policy events and interprets them through the principal's role. The chapter provides a perspective on the principal's present role as supervisor. It explains the progression of the principal's role through...
Around the globe, educational leadership is often experienced and conceptualized as a lonely endeavor. This chapter highlights developmental, collaborative learning practices that support adult growth and internal capacity building—and describes their promising connection to enhancing traditional forms of educational supervision. Traditionally, the...
This chapter describes about two teachers working together to expand their repertoires in order to implement a dimension of the common core in literacy. These teachers have an important goal and have learned how to use the cooperative inquiry methods that are central to peer coaching. The chapter briefly describes how the research and experience on...
An authoritative guide to educational supervision in today’s complex environment The Wiley Handbook of Educational Supervision offers a comprehensive resource that explores the evolution of supervision through contributions from a panel of noted experts. The text explores a wealth of topics including recent and dramatic changes in the complex conte...
Citations
... Effective achieves the desired visions and goals (Boerma et al., 2017;Channing, 2020;Zepeda & Ponticell, 2019;Appadurai, 2009). This opinion originates from the existence of a popular debate and controversy over whether leadership is a talent, or a skill. ...
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... Hazi (2020) warns that this approach makes knowledge "external to teachers, remote and delivered" (p. 97) and works counter to teachers' need for a more inquiry-based stance that would support sustained teacher learning (Yendol Hoppey et al., 2019). Hazi (2020, p. 97) names four challenges facing instructional supervision: ...
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... • Coaches instruccionales (Keiler et al., 2020). • Supervisores pedagógicos institucionales (Fusarelli & Fusarelli, 2018;Kendall, 2018). • Directores y otros miembros del equipo directivo (Kendall, 2018;Pérez et al., 2018). ...
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... En la literatura revisada se han identificado algunas clasificaciones del acompañamiento según diferentes criterios (Kay & Hinds, 2009;Wang, 2018). ...
... Using the findings from this study, and combining it with other research our 'organisational sages', 'post-conventional' leaders (those of the higher orders of development) are more likely to: ■ ■ Make decisions that incorporate a number of perspectives (e.g. generational, gender, economic, social) (Kegan, 1995, Chapter 6;McAuliffe, 2006;Solomon, Marshall, & Gardner, 2005 Having leaders with these capabilities would be a boon to any organisation as long as they can be identified and developed. Unfortunately the individuals are hard to find (less than 10 per cent of the population), developmental journeys are several years long for changing whole cognitive levels (Kegan, 1995, Chapter 8) and transformational development journeys may not be possible within one organisation (e.g. ...
Reference: In pursuit of organisational wisdom
... Collaboration and reflection offer opportunities for adults to learn (Drago-Severson & Blum-DeStefano, 2017;Roegman, et al., 2020). Knowledge and skill that are socially constructed or discovered are perceived as more important to learners than those transferred directly by others (Coggshall, et al., 2019). For equity training in particular, transformative learning about cultural groups can commence with critical reflection of one's own cultural identity and how that identity affects attitudes and assumptions about other cultures (Gordon & Ross-Gordon, 2019). ...
... • Coaches instruccionales (Keiler et al., 2020). • Supervisores pedagógicos institucionales (Fusarelli & Fusarelli, 2018;Kendall, 2018). • Directores y otros miembros del equipo directivo (Kendall, 2018;Pérez et al., 2018). ...
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... She also explained that she had no plans to leave to go to a district that pays more: For this teacher, a slight increase in salary would not offset the cost of what she might lose if she chose to leave GCTS. One of these assets was the existence of adequate materials for teaching; unlike many others in the teaching profession (Ingersoll & Collins, 2018), teachers at Granite ...
... Decision-making is a phenomenon that tries to explain how and why individuals engage in actions that may conclude in deleterious outcomes (Scott & Bruce, 1995). Within the education sector, decision-making is 'a way of life' (Lunenburg, 2018) that permeates all levels of the education organizations, from administrators, leadership teams and classroom teachers. Research has been conducted on the correlation between communications, positive relationships, and democratization of decision-making structures (Cranston, 2001). ...
... According to Adam et al. (2018), supervision is closely connected to professional learning and development, which promotes teachers' lifelong learning and growth mindsets. As such, the function of supervision is generally viewed as an approach that can improve their teachers' teaching as well as used as a quality control mechanism to ultimately improve student learning (Glanz & Heimann, 2018). ...
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