High stakes supervision: we must do more

Abstract

The characteristics of the emerging and existing teaching force are explored in relation to supervision Key trends that exacerbate teacher shortages include out‐of‐field teaching, increases in student population, critical subject‐area shortages, attrition, and retirement. This paper calls for a high‐stakes form of supervision as a long‐term solution to working with the constantly changing nature of the teaching force.

Notes

1. The premise of the NCLB legislation is to provide for professional development of teachers working in programmes supported by Title 1 funds. More specifically, Title 1 funds can only be used to support programmes if the teachers in these programmes are highly qualified (NCLB, 2001).

Additional information

Notes on contributors

Sally J. Zepeda

With a special interest in instructional supervision, her most recent books are Instructional Supervision: Applying Tools and Concepts (New York, Eye on Education, 2003). The Principal as Instructional Leader: A Handbook for Supervisors (New York, Eye on Education, 2004), and The Instructional Leader’s Guide to Informal Classroom Observations (New York, Eye on Education, 2005).