Getting off on the right foot: Guiding beginning teachers with instructional supervision and...

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The InternationalJOURNALofLEARNING

Volume 16, Number 2

Getting off on the Right Foot: Guiding BeginningTeachers with Supervision and Professional

Development

Benjamin Kutsyuruba

THE INTERNATIONAL JOURNAL OF LEARNING http://www.Learning-Journal.com First published in 2009 in Melbourne, Australia by Common Ground Publishing Pty Ltd www.CommonGroundPublishing.com. © 2009 (individual papers), the author(s) © 2009 (selection and editorial matter) Common Ground Authors are responsible for the accuracy of citations, quotations, diagrams, tables and maps. All rights reserved. Apart from fair use for the purposes of study, research, criticism or review as permitted under the Copyright Act (Australia), no part of this work may be reproduced without written permission from the publisher. For permissions and other inquiries, please contact <[email protected]>. ISSN: 1447-9494 Publisher Site: http://www.Learning-Journal.com THE INTERNATIONAL JOURNAL OF LEARNING is peer-reviewed, supported by rigorous processes of criterion-referenced article ranking and qualitative commentary, ensuring that only intellectual work of the greatest substance and highest significance is published. Typeset in Common Ground Markup Language using CGCreator multichannel typesetting system http://www.commongroundpublishing.com/software/

Getting off on the Right Foot: Guiding BeginningTeachers with Supervision and ProfessionalDevelopment Benjamin Kutsyuruba, Queen’s University, ON, Canada

Abstract: During the past several decades, instructional supervision and professional developmenthave been identified as means to enhance the performance of teachers in professional roles. One ofthe most critical problems facing the teaching profession is how to improve the development of beginningteachers. This paper presents the results of the international comparative study that examined beginningteachers’ perceptions of actual and ideal approaches to supervision and their perceived connectionto professional development in selected Canadian and Ukrainian high schools. It was the intent of thisstudy to investigate professionals’ perceptions of ideal supervision and how it has been actually imple-mented in the schools during their first years of teaching. The conceptual framework dwelt upon super-visory choices for beginning teachers, namely collaboration with supervisors or peers and self-reflection,and their connection to the purposeful professional development activities for novice teachers. Researchmethodology involved the use of quantitative and qualitative methods of inquiry. Analysis of the dataincluded statistical measures to summarize items in the survey, as well as categorization of themesthat emerged from open-ended responses and individual interviews. Research findings revealed anumber of significant differences in novice teachers’ perceptions in Ukraine and Canada. Interestingly,there were more commonalities than discrepancies. In both countries, beginning teachers wanted moresupervision of their teaching in order to receive greater feedback about their classroom performance.Results of this study confirmed that guidance of novice teachers with instructional supervision andprofessional development needs to be a priority in Canadian and Ukrainian schools.

Keywords: Instructional Supervision, Professional Development, Novice/Beginning Teachers

Introduction

EDUCATION IS A complicated process that brings various facets into play, and therole of a teacher in this process cannot be underestimated (Glatthorn, 1990). Throughteachers education fulfils its goal of teaching and nurturing students. Therefore,teacher education has always been of paramount importance for schools as learning

communities. In order to ensure an optimum teaching-learning environment, teachers needto be not only well educated, but a part of the learning community (Mitchell & Sackney,2008). The purpose of teacher education and other professional development experiences isto promote the learning and growth of teachers as persons and as professionals. Accordingto Reiman and Thies-Sprinthall (1998), teachers who learn and grow become more adept ina broad range of instructional strategies, including building positive relationships with stu-dents, parents, and professional colleagues. As well, they become more capable and flexiblein their capacity to make decisions. Supervision of instruction is designed to meet this devel-opmental need in order to maintain effective education and provide sufficient resources for

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teachers. “…The cornerstone of effective supervision is caring and progressively collaborativeteaching between educators as developing adults” (Reiman & Thies-Sprinthall, 1998, p. 2).A variety of persons may be involved in improving classroom and school instruction and

they are often referred to as supervisors. They are in a unique position to nurture, develop,and articulate the community’s vision of what a learning environment can and should be(Sergiovanni & Starratt, 2002). Among those exercising supervisory responsibilities areschool principals, assistant principals, instructional specialists, mentor teachers, instructionallead teachers, teacher study groups, counselors, clinical teachers, college faculty, programdirectors, collaborative inquiry teams, and central office personnel (Reiman & Thies-Sprinthall, 1998).The main theme of this study is based on the belief that the supervisory process should

be a collaborative or collegial effort reflecting the professional concerns of the individualteacher. Researchers (Beach & Reinhartz, 2000; Glatthorn, 1990; Glickman, Gordon, &Ross-Gordon, 2004; Sergiovanni & Starratt, 1998, 2002) emphasized the importance of thecollaborative effort of all participants involved in the supervisory process.Over a long period of time supervision had been based on hierarchical principles of control

and inspection. Most common dictionary definitions of supervision are “to direct or overseethe performance or operation”, and “to watch over so as to maintain order”. The role of theteacher was to impart basic truths to children, whereas the role of the supervisor was to serveas the “inspector” to ensure the curriculum had been followed and essential skills had beenlearned (Ebmeier & Nicklaus, 1999). As this orientation toward teacher supervision becamemore common, many teachers were afraid to ask supervisors for help or to seek collegialassistance for fear that doing so would expose weaknesses in their teaching, which could bereflected later in low evaluations and possible punitive actions. As Ebmeier and Nicklausnoted, supervision as an evaluation tool reduced the possibility of nurturing collegiality,collaboration, and reflective practice. Moreover, as Glickman et al. (2004) stated, it is notsurprising that the teachers’ word associations with the term instructional supervision havebeen mostly negative and not equated with collegiality.Redefinition of supervision, according to Sergiovanni and Starratt (1998), includes the

disconnection of supervision from hierarchical roles and is viewed as a more democraticand professional process, involving multiple skills that are equally available to teachers andsupervisors. This new supervision embraces different configurations of teachers as colleaguesworking together to increase the understanding of their practice. It establishes new connectionwith developmental roles. “… Staff development and supervision are now joined in such away that they are often indistinguishable” (p. xiv). Similarly, Glickman et al. (2004) advocatedfor a paradigm shift in supervision: “A ‘paradigm shift’ toward the collegial model, if it isto succeed, must include a shift away from conventional or congenial supervision towardcollegial supervision” (p. 7). Therefore, they introduced the term “SuperVision” (p. 8), thatdenotes a common vision of what teaching and learning can and should be, developed col-laboratively by formally designated supervisors, teachers, and other members of the schoolcommunity.One of the most critical problems facing the profession is how to improve the development

of beginning or novice teachers. Indeed, “teaching has been a career in which the greatestchallenge and most difficult responsibilities are faced by those with the least experience”(Glickman et al., 2004, p. 25). Novice teachers in many schools find their first few years ofteaching a trying and often defeating experience (Glatthorn, 1990). Entrance into the teaching

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profession is marked by an initial period of challenges and opportunities. Teachers begintheir careers facing the most difficult assignments (Huling-Austin, 1990) with a lack of timefor planning, supervision, and interaction with colleagues (Odell & Ferraro, 1992). Moreover,they encounter a number of environmental difficulties, such as inadequate resources, difficultwork assignments, unclear expectations, a sink-or-swim mentality, and reality shock(Glickman et al., 2004; Gordon & Maxey, 2002; Johnson & Kardos, 2002).Educational leaders in schools must “support successful teacher induction in the ways

they respond to these beginning teachers’ needs” (Reiman & Thies-Sprinthall, 1998, p. 13).As Robinson (1998) pointed out, to be successful, beginning teachers must meet their chal-lenges with perseverance, hard work and quality assistance from experienced teachers andadministrators who are willing to provide and recognize extensive support for noviceteachers during the first year or two of their teaching careers. Effective supervision andcoaching programs at the induction level have been found to ameliorate beginning teachers’concerns, and to increase beginning teachers’ focus on instruction (Huling-Austin, 1990).The problems experienced by beginning teachers should not lead supervisors to conclude

that all induction programs should focus solely on survival issues (Glatthorn, 1990). Profes-sional development, as a desired outcome of supervision, must be a key issue in induction,given that novice teachers are future educational leaders (Reiman&Thies-Sprinthall, 1998).Teachers differ in their preferences and choices for supervision (Beach & Reinhartz, 2000).While there are teachers who prefer to be left alone to do their job, other teachers appreciatecomments about their teaching. Therefore, according to Glatthorn (1990), beginning teacherscan also be characterized in terms of their preferences for certain kinds of supervisory prac-tices.Stemming from the need for effective supervision of individual teachers is a need to de-

velop a connection between supervision and professional development. The route taken inprofessional development should parallel teacher needs (Jonasson, 1993). Professionalismof beginning teachers depends on how their particular needs are satisfied. It is the purposeof administrators as supervisors to provide necessary and effective models of supervisorypractice for professional development. Teachers need to have a choice among supervisorystyles available for their academic growth. Thus, personal and professional development isthe outcome of the effective supervision (Oja & Reiman, 1998).Development of novice teachers in various cultural contexts gains greater significance

within the current international climate when we consider teacher preparation, teacher devel-opment, and evolving perspectives on learning and teaching. Teachers need to be adequatelyprepared for a changing world, as Darling-Hammond and Bransford (2005) argued, and amajor emphasis should be on preparing teachers for future learning as professionals. Inter-national comparative studies in education are of increasing interest to policymakers as nationsintensify their investments in human capital because they provide information that can assistin shaping and selecting from broad educational policy options (Bradburn & Gilford, 1990).This article provides an overview of the comparative international study of instructional

supervision and professional development practices in selected schools in Canada andUkraine. Several studies in the Canadian province of Saskatchewan (Augustyn, 2001; Dol-lansky, 1997) emphasized the use of new supervision policies in the implementation ofvarious supervisory approaches and advocated close connection between supervisory practicesand professional development. Historically, supervision in Ukrainian schools was seen asinspection, a responsibility of administration and central office inspectors. In fact, the term

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instructional supervision is translated into Ukrainian as instructional control. However, inrecent years there was a movement towards redefinition of the purpose of supervision intomore collegial and self-reflective practice closely connected to professional development.The author’s educational experiences in both countries prompted him to embark on this re-search journey and helped to maintain contact with both communities in order to carry outthe study of this nature. The following sections provide an overview of the purpose, theoret-ical framework, methodology, and major findings of this comparative study.

Purpose of the StudyThe purpose of the study was to examine beginning teachers’1 perceptions of actual andideal approaches to supervision and their perceived connection to professional developmentin selected Canadian and Ukrainian high schools2. The plan for this research was to invest-igate professionals’ perceptions of what the ideal supervision should be and how it has beenactually implemented in the schools during their first two years of teaching. Several researchquestions served as a guide in this research: What are the perceptions and preferences ofCanadian beginning high school teachers regarding the actual and ideal supervisory prac-tices?What are the perceptions and preferences of Ukrainian beginning high school teachersregarding the actual and ideal supervisory practices? What is the perceived relationshipbetween the supervisory practices and teachers’ professional development in both countries?

Theoretical FrameworkThere is a general acceptance of the idea that in organizations, including educational institu-tions, growth in knowledge and operational expertise depends greatly upon interaction withother workers in a common search for improvement. Sergiovanni and Starratt (2002) viewedschools as learning communities where students, teachers, and supervisors alike are learnersand teachers depending on circumstances. Similarly, Cochran-Smith and Lytle (1999) em-phasized teacher development within professional communities in which all teachers, newand more experienced, are viewed as lifelong learners, focusing upon collegial, career-longdevelopment. Supervisory leadership is called to establish this environment in school, as“the heart of supervisory leadership is designing opportunities for teachers to continuouslyexpand their capacity to learn, to care, to help each other, and to teach more effectively”(Sergiovanni & Starratt, 2002, p. 8).Supervision is primarily concerned with the improvement of classroom practice for the

benefit of students regardless of what may be entailed, be it curriculum development or staffdevelopment (Bolin & Panaritis, 1992). AsMcQuarrie andWood (1991) stated, “the primarypurpose of supervision is to help and support teachers as they adapt, adopt, and refine theinstructional practices they are trying to implement in their classrooms” (p. 93). Sergiovanni(1992) emphasized, “We supervise for good reasons. We want schools to be better, teachersto grow, and students to have academically and developmentally sound learning experiences;

1 Although sometimes differentiated in the literature, the terms beginning teacher or novice teacher are used inter-changeably in this article and refer to a teacher presently in the first or second year of teaching.2 In the Canadian province of Saskatchewan, the term high school refers to upper classes of the secondary schooland usually includes grades 9 through 12. The Saskatchewan notion of high school refers to the Ukrainian equivalentof grades 8 to 11 of the secondary school.

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and we believe that supervision serves these and other worthy ends” (p. 204). For Wanzareand Da Costa (2000), the overarching purpose of supervision is to enhance teachers’ profes-sional growth by providing them with feedback regarding effective classroom practices.

Models of SupervisionWriters differentiate between several models of supervision upon which educational leadersand teachers can draw. Sergiovanni and Starratt (1998) noted that models of supervisionshould refer to face-to-face contact with teachers with the intent of improving instructionand increasing professional growth. Supervision should be “designed to help teachers andsupervisors learn more about their practice, to be better able to use their knowledge andskills to observe parents and schools, and to make the school a more effective learningcommunity” (p. 50). As Sullivan and Glanz (2000a) stated, the proper use of various ap-proaches to supervision can enhance teacher’s professional development and improve instruc-tional efficiency.This study followed the suggestion of Sergiovanni and Starratt (2002) that supervisory

choices could include collaboration with supervisors or peers and self-reflection. Collabor-ative approaches may include: clinical supervision (Goldhammer, Anderson, & Krajewski,1993), cognitive coaching (Costa & Garmston, 1994), peer coaching (Showers & Joyce,1996), and mentoring (Reiman & Thies-Sprinthall, 1998). Self-reflection can be maximizedthrough self-evaluation (Glatthorn, 1990), portfolios (Sullivan &Glanz, 2000b), and profes-sional growth plans (Fenwick, 2001). Implementing of different models of supervisorypractices is intended not only to give choices to the teachers, but is also designed to providechoices to the administrators and schools.

Collaborative SupervisionCollegiality and collaboration are very important in modern schools. Fullan and Hargreaves(1996) observed that teachers in schools with collaborative cultures have greater confidenceand commitment to improvement and professional growth. Partnerships, collegial and col-laborative relationships, coaching and mentoring are names that are also given to the super-vision process in which learning, growing, and changing are the mutual focus for supervisorsand teachers (Beach & Reinhartz, 2000). Collaborative approaches are based on a processof “critical friend” (Costa &Kallick, 1993). A critical friend provides an assessment feedbackthrough another lens to an individual – a student, a teacher, or an administrator – or to agroup examined, and offers critique of a person’s work as a friend. Collaborative supervisionoptions include clinical supervision, peer coaching, cognitive coaching, and mentoring.Clinical supervision. One of the first advocates of clinical supervision, Cogan (1973)

defined clinical supervision as “the rationale and practice designed to improve the teacher’sclassroom performance” (p. 9). Clinical supervision is a systematic, sequential, and cyclicsupervisory process that involves the interaction between the supervisors and teachers.Methods of clinical supervision can include group supervision between several supervisorsand a teacher, or a supervisor and several teachers (Pajak, 2002).This form of supervision has been traditionally viewed as an intensive skill-focused process

that incorporates a five-step cycle. Researchers (e.g., Goldhammer et al., 1993; Tanner &Tanner, 1987) provided a structure of clinical supervision that includes pre-observation

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conference, classroom observation, analysis and strategy, supervision conference, and postconference analysis. Clinical supervision can be used with inexperienced beginning teachers,teachers who are experiencing difficulties, and experienced teachers looking to improvetheir performance.Peer coaching. Peer coaching is “the form of supervision designed to assist teachers in

refining present skills, learning innovative instructional strategies, and analyzing and seekingsolutions for classroom related problems” (Nolan & Hoover, 2008, p. 60). According toGlatthorn (1990), peer coaching seemed to be the most intensive process among all cooper-ative development models. The coaching approach uses cohorts whose emphasis is on askingquestions that serve to clarify their own perceptions about instruction and learning. Peercoaching provides opportunities to refine teaching skills through immediate feedback andthrough experimentation with alternate strategies as a result of the informal evaluation(Bowman & McCormick, 2000). During peer coaching, beginning teachers collaborate todevelop a shared language, forums to test new ideas about teaching, and, ultimately, expertise(Glickman et al., 2004).Peer coaching is very important for beginning teachers. Hosack-Curlin (1993) found that

the beginning teachers rated experienced teachers who coached them as highly competentand the process itself as very necessary. Peer coaching can be very effective for all participantsbecause both parties profit from the exchange. Showers and Joyce (1996) stated that peercoaching helped nearly all participants; furthermore “teachers introduced to the new modelscould coach one another” (p. 14).Cognitive coaching. Similar to peer coaching is the cognitive coaching approach (Costa

& Garmston, 1994). The difference between these two approaches, as Showers and Joyce(1996) stated, lies in that peer coaching focuses on innovations in curriculum and instruction,whereas cognitive coaching aims more at improving existing practices. According to Costaand Garmston (1994), “cognitive coaching is a nonjudgmental process built around a planningconference, observation, and a reflecting conference” (p. 2). For Garmston, Linder, andWhitaker (1993) cognitive coaching is a process during which teachers explore the thinkingbehind teacher practices. Cognitive coaching can help teachers expand their repertoire ofteaching styles, exploring untapped resources within themselves.Mentoring.Mentoring, as described in the literature, involves interacting with the protégé

(Beach & Reinhartz, 2000; Hopkins-Thompson, 2000; Reiman & Thies-Sprinthall, 1998).Mentoring is a process that facilitates instructional improvement wherein an experiencededucator (mentor) works with a novice or less experienced teacher (protégé) collaborativelyand non-judgmentally to study and deliberate on ways instruction in the classroom may beimproved (Sullivan & Glanz, 2000b).Mentoring can serve to augment the succession planning and professional development

of schools. Mentors can model a culture of collaboration and collegiality in which bestthinking occurs through collective judgment, which is considered to be the best way teacherslearn (Hopkins-Thompson, 2000). Mentors are the collaborative guides during the crucialinitial stage of career-long professional development (Nolan & Hoover, 2008).

Self ReflectionThe context for education is ever changing. As a result, teaching should never be viewed asa static profession (Saskatchewan Teachers’ Federation, 2002). In response to changing

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circumstances, teachers have a professional responsibility, collectively and individually, toreflect on what is happening and why, as well, as the effectiveness of their current teachingpractices. Thus, teachers can participate in collective reflection practices, such as peercoaching, cognitive coaching, or mentoring, as well as self-assessment reflective practices.Each teacher “has a responsibility to exercise her or his professional judgment in modifyingand refining these practices so that students’ best interests will continue to be served” (p.11). Nolan and Hoover (2008) called these practices “self-directed teacher growth” (p. 80)and considered them to be an integral part of job-imbedded learning. Supervisory optionsbased on self-reflection include self-evaluation, portfolios, and professional growth plans.Self-evaluation. Self-evaluation is ideal for teachers who prefer to work alone or who,

because of scheduling or other difficulties, are unable to work cooperatively with otherteachers. Sergiovanni and Starratt (2002) considered this option to be efficient in use of time,less costly, and less demanding in its reliance on others. Reiman and Thies-Sprinthall (1998)noted that, perhaps, the most important dimension of self-assessment is the ability to reflecton one’s experience as a teacher.As Glatthorn (1990) suggested, self-directed development is an option that enables

teachers to set their own professional growth goals, find the resources needed to achievethose goals, and undertake the steps needed to accomplish those outcomes. In order to improveinstructionally, teachers learn to analyze their own classroom behavior. Although an admin-istrator or supervisor may facilitate the process, assessment of classroom performance beginswith teachers who are developmentally ready. Teachers, therefore, need to have self-analysisskills to examine the various aspects of their instructional delivery system (Beach&Reinhartz,2000).Portfolios. If teachers want to be involved in their own development and supervision, they

must take ownership of the evaluation process. The best avenue for teachers to engage insuch practice is the teaching portfolio (Painter, 2001). A teaching portfolio is a teacher-compiled collection of artifacts, reproductions, testimonials, and productions that representsthe teacher’s professional growth and abilities (Riggs & Sandlin, 2000).A professional portfolio can serve many different purposes. Although the portfolio can

be time-consuming to construct and cumbersome to review, it not only documents the devel-opment of innovative and effective practices, but is also “a central vehicle for the growth ofthe teacher through self-reflection, analysis, and sharing with colleagues through discussionand writing” (Sullivan & Glanz, 2000b). Wolf (1996) noted that teachers create portfoliosfor a variety of reasons, namely, to demonstrate their achievements, to acquire new positions,or to build their own professional development by creating portfolios based on individualgrowth plans.Professional growth plans. Beach and Reinhartz (2000) stated that in order to assess

teacher performance, one must consider the instructional intent, the teaching learning inter-actions, and the results of teachers’ efforts. It is useful for the supervisor to engage teachersin reflective writing, as well as describing the goals and objectives with their perceived results.In the past teachers participated in individual goal-setting activities, which now are referred

to as professional development plans – “long-term projects teachers develop and carry out”(McGreal, as cited in Brandt, 1996, p. 31). The teachers are required to reflect on their in-structional and professional goals and become more active participants in the assessmentprocess by describing intended outcome and plans for achieving the goals. Professionalgrowth plans “could produce transformative effects in teaching practice, greater staff collab-

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oration, decreased teacher anxiety, and increased focus and commitment to learning” (Fen-wick, 2001, p. 422).

Supervision and Professional DevelopmentProfessional development is a vital component of ongoing teacher education and is centralto the role of school staff. This development is concerned with improving teachers’ instruc-tional methods, their ability to adapt instruction to meet students’ needs, and their classroommanagement skills; and with establishing a professional culture that relies on shared beliefsabout the importance of teaching and learning and that emphasizes teacher collegiality(Wanzare & Da Costa, 2000). Instructional supervision, with its emphasis on partnershipand professional improvement, is an important tool in building an effective professionaldevelopment program.The importance of the connection between supervision and professional development

cannot be underestimated. Research indicates that schools that link their instruction andclassroom management with professional development, direct assistance to teachers, cur-riculum development, group development, and action research under a common purposeachieve their objectives (Bernauer, 2002, Calhoun, 2002; MacKenzie, 1983). Supervisionin this case can be viewed as the function that draws all participants of school teaching-learning process together. Glickman et al. (2004) used a metaphor of the glue describingsupervision in a successful school:

We can think of supervision as the glue of a successful school…. the process by whichsome person or group of people is responsible for providing a link between individualteacher needs and organizational goals so that individuals within the school can workin harmony toward their vision of what the school should be. (p. 9)

According to Sullivan (1997), supervision and professional development as fields of educa-tional development are inextricably linked and “can and should overlap as needs and localpreferences dictate” (p. 159). Supervision and staff development are connected in severalways. McQuarrie and Wood (1991) regarded one connection to be through the use of datafrom supervisory activities that can be used in the planning and implementation of staff de-velopment to improve instructional practices and as a means of helping teachers to refineand expand skills acquired during in-service training. Staff development is a prerequisite toeffective supervision and may be used to prepare teachers and supervisors to participate insupervision programs by teaching them the skills they need to implement and maintain ef-fective supervisory practices. McQuarrie and Wood also noted that both supervision andstaff development (1) focus on teacher effectiveness in the classroom; (2) are judgment-freeprocesses that improve teachers’ instructional practices in a collaborative atmosphere; (3)may be provided by teachers, supervisors, and administrators; and (4) promote in their par-ticipants a sense of ownership, commitment, and trust toward instructional improvement.

Research MethodologyExploring a multi-faceted process such as supervision of teachers required a methodologythat is adaptable and sensitive to variables that influence beginning teachers’ perceptions of

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supervisory practices in Ukraine and Canada. As it is difficult to fully explore the conceptof supervision solely through one research method (Nolan, Hawkes, & Francis, 1993), theresearch design employed both quantitative and qualitative methods of inquiry, namelysurveys and individual interviews (Denzin & Lincoln, 2000; Gall, Borg, & Gall, 1996;Glesne, 1999).The survey was designed to elicit teachers’ points of view and establish a profile of super-

visory experiences of beginning high school teachers in Canada and Ukraine. It was admin-istered to all beginning high schools teachers presently in their first or second year ofteaching in the area of Saskatoon, Saskatchewan, Canada and Chernivtsi, Ukraine. The returnrate in both countries constituted seventy percent: twenty-two novice teachers completedthe surveys in Canada, while twenty-six surveys were returned by Ukrainian teachers. Ana-lysis of the data included frequency counts, means, standard deviations, and percentages tosummarize items in the survey. Correlations and one-way analyses of variance were usedto determine statistical significance. Open-ended responses in the comments section wereanalyzed using the thematic approach.The qualitative data were obtained through the use of semi-structured interviews that in-

corporated open-ended questions. The questions guiding the interviewwere developed fromthe review of the literature and modified according to the results of the survey. Interviewswere conducted with eight survey participants (four in each country). The participants’ re-sponses were categorized according to the research questions and themes that emerged inthe interview process. Respondents’ specific statements and quotes were included in thediscussion of statistical data in the tables. The findings were analyzed and presented in sucha manner as to address the research questions.

Research FindingsThe following section contains demographic information and summary of major findings inboth countries regarding the experiences with supervisory process and perceived connectionbetween supervision and professional development. Selected tables with survey data arecomplemented by the qualitative information and actual quotations of the respondents obtainedfrom interviews and open-ended survey responses.

Demographic InformationDemographic information included gender and years of teaching experience. Of the Canadianrespondents, twenty-seven percent were male, and seventy-three percent were female. Thirty-six percent of the respondents were teaching in their first year, whereas sixty-four percenthad two years of teaching experience. Equal representation of genders was observed amongthe first year teachers in Canada. Among the second year teachers, fourteen percent weremale, and eighty-six percent were female. Of the Ukrainian beginning teachers, only fifteenpercent were male, in comparison to eighty-five percent who were female teachers. Theproportion of the respondents in their first year of teaching was forty-six percent, while fifty-four percent of the respondents were in their second year of teaching.

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Experiences with Supervisory ProcessCanadian perspective. The analysis of the actual perceptions revealed that the majority ofCanadian respondents on average were supervised from two to four times per year. Supervi-sion of their teaching was seen to be conducted almost equally by the in-school administration(53%) and central office administration (47%). Teachers expressed concern that supervisionwas sometimes conducted by a person who was not familiar with the teacher. One of theparticipants stated: “My supervision is conducted by a person who doesn’t work in ourschool. Sometimes I think it would be more beneficial for someone who knows the teacherto perform supervision as well”. Participants felt that supervision of that kind did not promotecollaboration among the staff.Several questions examined the level of satisfaction with the process, quality, and amount

of supervision that teachers in Canadian schools were receiving in their first years of teaching.Table 1 outlines participants’ responses to these questions.

Table 1: Canadian Respondents’ Perceptions of their Satisfaction with Supervision(N=22)

SDMeanPerception.9264.00I am satisfied with the amount of supervision.7854.05I am satisfied with the quality of supervision1.1672.84The school policies allow teacher choice of individual type of supervision.8993.95Supervision meets my individual professional needs

The analysis of the data revealed that most of the time supervision met teachers’ individualprofessional needs. “I think the supervisory process that I have experienced has met myneeds as a beginning teacher” is representative of similar comments among the participants.The Canadian responses indicated that teachers were mostly satisfied with the quality andamount of supervision conducted in their schools. However, some of the respondents, intheir comments or interviews suggested that they would have benefitedmore from the super-visory process if their needs for more preparation time, resources, advice, and help werebetter met. Moreover, most of the time school policies on supervision did not allow teachersto choose their type of supervision. There was no significant correlation between satisfactionwith the quality of supervision and the use of selected supervisory approaches.From the analysis of the ideal perceptions of supervisory practices, the majority of

teachers perceived supervision to be important for their professional careers. More thanninety percent of the Canadian respondents indicated that they would like to be supervisedmore often, from two to four or five and more times per year. Special attention was givento the struggling novice teachers. About eighty percent expressed that supervision of teachersexperiencing difficulties should be conducted as frequent as five or more times per year.One participant commented: “Struggling teachers benefit from role models and hands-onhelp – assist these teachers in real ways that give them the tools and system to succeed”. Itwas also suggested to use a “how to” approach, rather than “this is wrong” in order to assiststruggling novice teachers to teach right. In addition, the average perceived time the supervisorshould spend in the classroom during the observation was one full class period or more.

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Some of the respondents expressed doubt that beginning teachers received adequate su-pervision. They advocated that supervisory choices should be available in the schools, con-sidering the developmental stages of individual teachers. The need for more time and pre-planning conferences to reduce the level of stress in supervisory process was expressed.They also indicated that more support in terms of resources was necessary for beginningteachers.Responses from the Canadian participants suggested that supervision should be an informal

and collaborative effort between teachers and supervisors. They strongly agreed with thestatements that supervision should promote trust, support, help, and professional growthamong the teachers. A typical comment representing this view was: “The school division Iwork for does a great job – they have the attitude that they trust their teachers and are not‘checking’ upon them, but are trying to support them and help the teacher to self-reflect tobecome better”. It was also suggested that schools should use student feedback aboutteaching for more effective instructional supervision. The results of correlation analysis ofsupervisory beliefs and perceptions showed that the Canadian teachers would bemore satisfiedwith the quality of supervision if it were conducted more often (p=.004), met their individualprofessional needs (p=.003), and allowed them to choose their type of supervision (p=.044).Analysis of the Canadian respondents’ perceptions of actual and ideal frequency of use

of selected supervisory practices, namely clinical supervision, peer coaching, cognitivecoaching, mentoring, reflective coaching or self-directed development, portfolios, and pro-fessional growth plans, revealed several significant differences (see Table 2).

Table 2: Canadian Respondents’ Perceptions of Real and Ideal Frequency of the Useof Selected Supervisory Practices (N=22)

pFIdealReal

Supervisory PracticeSDMeanSDMean

.0592.981.9453.68.9993.05Clinical Supervision

.026*3.6211.0113.551.1922.09Peer Coaching

.808.324.7733.18.9082.59Cognitive Coaching

.2401.523.9953.681.1712.68Mentoring

.000*9.0401.1253.861.0083.59Self-Development (ReflectiveCoaching)

.3081.3111.1933.231.1672.19Portfolios

.000*16.693.8693.771.0863.32Professional Growth Plans*p ≤.05

Survey responses revealed significant differences between the actual and ideal frequency ofthe use of reflective coaching, professional growth plans, and clinical supervision. In addition,in the interview responses the Canadian participants expressed the need to see a more frequentuse of the following approaches: reflective coaching, professional growth plans, peercoaching, and mentoring. The most frequently mentioned was mentoring: beginning teachers

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wanted to receive advice, help, and support from more experienced teachers. The followingquotes describe their thoughts:

Supervision should be used as a mentorship tool. It should be a collaborative effort withadministration for success.Mentoring – this type of supervision is less intimidating for beginning teachers. Theexperience older teachers have with class discipline may help resolve the problems thenew teacher is experiencing.I like the idea of a team approach, using some mentors not in a superior position.As a beginning teacher I feel I would have benefited from supervision in the form ofpeer coaching or mentoring. The forms of supervision I was aware of were the cognitivecoaching and that of an evaluative type.

Moreover, teachers mentioned self-reflection as effective type of supervision that needed tobe conducted with the beginning teachers. Reflection was considered to be important fornovice teachers who wanted to improve their performance and constantly develop. Profes-sional growth plans and portfolios were regarded as obligatory activities for teachers in theirfirst two year of instruction.Ukrainian perspective. Responses from the Ukrainian participants of this study revealed

that on average teachers were supervised two to four times per year, while one-third weresupervised five or more times annually. Two-thirds of the responses indicated that the vice-principal was considered to be the main supervisor, whereas a principal was mentioned byalmost one-third. The main concern of the Ukrainian respondents was that they were super-vised by a person who was not a specialist in the teacher’s subject area.Table 3 outlines participants’ responses to the questions regarding the level of satisfaction

with the process, quality, and amount of supervision that teachers in Ukrainian schools werereceiving in their first years of teaching.

Table 3: Ukrainian Respondents’ Perceptions of their Satisfaction with Supervision(N=26)

SDMeanPerception1.3013.58I am satisfied with the amount of supervision1.1673.81I am satisfied with the quality of supervision1.4122.92The school policies allow teacher choice of individual type of supervision1.1043.54Supervision meets my individual professional needs

In general, looking at the survey results, it seemed that supervision met the respondents’individual professional needs only to a certain degree; in addition, most of the time schoolpolicies did not allow them to choose an individual type of supervision. Furthermore, oneof the Ukrainian respondents stated, “There is no supervision as such in my school”. Theiroverall level of satisfaction with the amount and quality of supervision was moderate. Sev-eral significant correlations between satisfaction with the quality of supervision and the useof selected supervisory practices were observed. The Ukrainian teachers were more satisfied

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with the quality of supervision when they had a more frequent use of clinical supervision(p=.003) and cognitive coaching (p=.000).Analyzing the Ukrainian responses about the ideal perception of supervisory process, it

was noted that the majority regarded supervision as important, necessary, and beneficial forthe beginning teachers. Almost sixty percent of the respondents indicated that supervisionshould be conducted two to four times per year, with one third stating that it should be donefive or more times annually. The statement that beginning teachers experiencing difficultiesshould be supervised more than five times per year was supported by about eighty percentof the participants. Several teachers commented about the way struggling teachers shouldbe supervised:

Not only vice-principal or inspector should visit their lessons, but also colleagues thatcan give advice. They should be willing to do that.If a teacher has difficulties, supervisor first of all needs to determine the problem, giveadvice as for the solution, and advise them to visit classes of their colleagues.

Moreover, seventy-seven percent of the teachers suggested that the supervisor should spendone full-class period during the supervisory observation in class.In general, the Ukrainian respondents perceived that they were not adequately supervised.

They strongly agreed that school policies should provide themwith the options in supervisoryapproaches that considered their level of development and meet their professional needs.“Beginning teachers should participate in staff meetings, and have a choice in supervisoryapproaches and professional development activities”, was a common open-ended response.Similarly, in their interviews, Ukrainian respondents agreed that choice has not been available,and they wished they were allowed to choose between different supervisory practices.However, some interviewees mentioned that almost all types of supervision are there tochoose from, but beginning teachers are not aware of this fact. They also suggested, that theschool policies should make some supervisory approaches obligatory, and some optionalfor the beginning teachers.Time was considered to be a necessary resource. More informal supervision with pre-

planning was suggested by the majority of the participants. They stated that constructivefeedback in the form of advice, support, and help would be desirable. The participants’ re-sponses indicated that student feedback obtained formally and informally was welcomedand considered very valuable for the beginning teachers. Formal activities may include sur-veys, questionnaires, or interviews. Informal feedback can be obtained by means of day-to-day communication and interaction in class. In addition, results of the correlation analysisrevealed that the Ukrainian teachers would be more satisfied with the quality of supervisionif they received adequate (p=.013) and more frequent (p=.000) supervision that would allowchoice among supervisory practices (p=.001) to meet their professional needs.Several significant points were obtained from the analysis of the Ukrainian respondents’

perceptions of actual and ideal frequency of the use of selected supervisory approaches (seeTable 4).

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Table 4: Ukrainian Respondents’ Perceptions of Real and Ideal Frequency of the Useof Selected Supervisory Practices (N=26)

pFIdealReal

Supervisory PracticeSDMeanSDMean

.2231.591.9553.711.2162.96Clinical Supervision

.474.868.8603.64.9432.16Peer Coaching

.3161.2711.0423.29.9932.12Cognitive Coaching

.0852.540.9524.36.9573.60Mentoring

.027*3.5201.1034.21.9354.04Self-Development (ReflectiveCoaching)

.000*18.0931.1793.791.1343.62Portfolios

.3211.2591.2603.751.4903.31Professional Growth Plans*p ≤.05

Teachers regarded the use of self-reflection supervisory practices as insufficient. There wasa significant difference found between the frequency of reflective coaching conducted intheir schools and how often respondents would like to experience it. Similarly, the perceivedideal frequency of the use of portfolios as the type of supervision was significantly differentfrom its actual implementation in the schools. The responses also identified that a more fre-quent use of mentoring would be beneficial for the teachers. Teachers considered the fre-quency of the use of clinical supervision, peer coaching, cognitive coaching, and professionalgrowth plans as satisfactory. In their interview comments regarding actual and ideal ap-proaches to supervision, the majority of respondents emphasized a more frequent use ofseveral supervisory practices: mentoring, peer coaching, and cognitive coaching. Ukrainianparticipants offered the following comments in their open-ended responses and interviews:

Supervision should be regular, and mentoring should be used more often.It can be collegial, cognitive, and mentoring supervision.It should be more up-to-date and more cognitive in approach.I think peer coaching is very effective, and also, mentoring. I think so, because theyare based on usingmore experienced people to share their knowledge with the beginningteachers to improve their teaching.Mentorship: to have teachers to talk to, although they are always ready to help. Visitothers’ lessons. Beginning teachers usually have spares so that they can go to somebody’sclass to observe.The most effective will be cognitive coaching, followed by peer coaching as the finalphase.

In addition, several of the Ukrainian respondents mentioned a more frequent use of clinicalsupervision as the means to improve teachers’ performance.

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Relationship between Supervision and Professional DevelopmentParticipants in both countries were asked to respond to the statements intended to elicit theirperceptions of the connection between supervisory practices and professional development.The results for Canadian and Ukrainian respondents are presented together in Table 5, fol-lowed by separate discussions of survey data for each of the countries.

Table 5: Perceptions of the Relationship between Supervision and ProfessionalDevelopment

Ukrainian teach-ers (N=26)

Canadian teach-ers (N=22)

Perception

SDMeanSDMean

.9973.921.1823.59There is a clear connection between supervisionand professional development.

1.0803.40.9583.18Supervisors have the knowledge and ability to selectprofessional activities for teachers.

.8103.36.9122.55Beginning teachers participate in professional devel-opment activities as a result of supervision.

.6764.04.8734.00Supervision contributes to the professional develop-ment of teachers.

.6634.24.8534.18Professional development opportunities should bechosen by the teacher.

.8003.84.8483.64My classroom instruction has improved as a resultof supervision.

Canadian perspective . There was a high level of agreement with the statement that super-vision contributed to the professional development of the teachers. Most common responseswere:

Professional development is a partial result of supervision. They should tie into eachother.They should be connected so that one can learn what areas to develop more.

However, results showed that there was a less clear connection between the supervision theyreceived and their professional development. Teachers expressed the view that supervisorsdid not always have the experience, knowledge, and ability to provide effective feedbackand select professional development activities for teachers.Their responses indicated that beginning teachers should have the opportunity to choose

their professional development activities. The need for a more purposeful professional de-velopment aimed at the individual needs of teachers was expressed. One of the participantscommented: “We always have professional development days, but they don’t really help mein my subject matter. They only help me in certain things like class discipline, or helpingspecial needs students”. The Canadian respondents saw the lack of financial resources from

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school administration as the reason why beginning teachers were not provided with profes-sional development options.The teachers agreed or expressed a neutral point of view about the fact that their classroom

instruction improved because of supervision. They also felt that the majority of beginningteachers did not participate in professional development activities as a result of supervision.The correlation analysis revealed that the Canadian respondents would be more satisfiedwith the quality of supervision if they saw it directly connected with professional developmentactivities (p=.045).Ukrainian perspective . Analysis of the data indicated that the Ukrainian respondents felt

that supervision was closely and directly connected to professional development. Some ofthe perceptions were as follows:

Direct – the more effective supervision, the higher the professional development.Very close connection, but professional development should increase no matter howstrict supervision is.

The teachers perceived supervision to be a practice that promoted professional growth andeffectiveness of beginning teachers. They suggested that supervisors should have enoughknowledge in subject areas in order to provide effective feedback and guide novice teacherstowards the appropriate professional development activities.The respondents indicated that professional development options should be provided by

administration for the teachers. The respondents expressed a willingness to participate inspecial professional development activities, such as the “School of a Young Teacher”, thepurpose of which was to provide beginning teachers with advice and support. Participantsindicated that in this “School of a Young Teacher”, run byMinistry of Education of Ukraine,“two times a semester, all beginning teachers from [our city] get together, listen to lectures,share experience, visit lessons”. Among the common concerns was the lack of time andfinancial resources for the beginning teachers to attend various professional developmentactivities.The teachers from Ukrainian schools were mainly neutral regarding the statement that

their participation in professional development activities was due to supervisory practices.The responses showed that teachers were not sure that improvement of their instruction cameas a result of supervision. There were no significant correlations found in the responses ofthe Ukrainian beginning teachers regarding their satisfaction with the quality of supervisionand perceptions of professional development.

ImplicationsTo be effective in changing the attitudes and practice of beginning teachers, supervision andprofessional development must be supported with supervisory policies in schools. Based onthe results of this study, the following recommendations for school policies were made toenhance the supervisory process in Canadian and Ukrainian schools.

Recommendations for the Canadian SchoolsSupervision needs to be a priority in schools so that improvement in instruction can occur.Supervisory practices should be outlined in school division policies, providing supervisors

272


and beginning teachers with the options in supervisory practices. Supervisors and teachersshould collaboratively select a method that meets the individual needs of the teacher.It was suggested by the respondents that they would like supervision of teaching to be

conducted by the persons familiar with the beginning teachers. Supervisory training shouldoccur, so that supervisors will possess experience and knowledge in supervisory practicesin order to provide effective feedback for professional growth and improvement. Summativeevaluation may be used to measure teacher growth and determine teacher effectiveness.It would be beneficial to give consideration to both the quality and quantity of supervision.

Supervision of beginning teachers must be conducted at least two to four times per year,while beginning teachers experiencing difficulties should be supervised five or more timesper year. Supervisors can help teachers if they spend on average one full class period duringthe observation session. Informal feedback was deemed necessary to be provided along withthe formal supervisory practices. Novice teachers clearly expressed the desire for constructivefeedback from administration, colleagues, and students.Teachers should be provided with the support in terms of resources and time. Time provides

the opportunity for planning and reflecting about the process of supervision. There seemsto be a call on the part of the respondents for supervisory approaches, such as self-evaluation,professional growth plans, peer coaching and mentoring to be practiced more often in theschools. These practices help beginning teachers to improve teaching and grow professionally.It is essential that a much greater effort be made to establish a clear connection between

supervision and professional development. Supervisory practices were seen as means toguide beginning teachers toward professional development activities that enhance instruc-tional strategies. School and division administration can provide the necessary financial as-sistance to allow participation in activities aimed at professional development of beginningteachers.

Recommendations for the Ukrainian SchoolsThe study has made it possible to affirm that supervision should be a collaborative effort ofall stakeholders involved in the process, as opposed to the notion of “instructional control”by certain individuals. It would be useful to establish a trusting relationship between theteacher and the supervisor. Supervisors are required to be experienced and knowledgeablespecialists in the teacher’s subject area.A wider variety of supervisory options should be provided by school policies and regula-

tions. Supervisors and teachers would benefit from a choice in supervisory practices. Theyshould collaboratively match the options to the individual professional needs of the teacher.Teacher’s developmental level needs to be taken into consideration.The studymade it clear that beginning teachersmust be providedwith adequate supervision.

They would like to be supervised at least two to four times per year. Supervision of beginningteachers experiencing difficulties should be conducted five or more times per year. It wouldbe useful to use evaluation to measure the progress in their teaching.It has been noted that sufficient time should be given to planning for the supervisory

process. As expressed by the participants, the pre-conference should be considered as a ne-cessary stage in any supervisory practice. For supervision to be successful, beginningteachers need to be actively involved in this process. Informal constructive feedback in theform of discussion should follow the supervisory observation.

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The developmental approach should be the focal point for the implementation of any su-pervisory practice. The use of clinical supervision and cognitive coaching increases teachers’satisfaction with the quality of supervision. A more frequent use of self-evaluation, andportfolios could help beginning teachers to reflect on their teaching. Collaborative approaches,such as mentoring and peer coaching should be practiced more often in schools.Supervision should promote professional growth and effectiveness of the beginning

teachers. Professional development activities need to reflect the needs and concerns of indi-viduals. Time and financial support for purposeful professional development activities fornovice teachers should be allocated by school administrations. Professional developmentwas seen to be a desired outcome of the supervisory process.

ConclusionsThe results of the data analysis revealed several differences in beginning teachers’ perceptionsof supervision in Ukraine and Canada. Interestingly, there were more commonalities thandiscrepancies. The majority of the Canadian and Ukrainian beginning high school teachersperceived supervision to be important for their professional growth. In both countries,teachers wanted a more frequent supervision of their teaching in order to receive greaterfeedback about their classroom performance. An informal and constructive supervisory re-lationship was viewed as being beneficial for them. Teachers wanted to be supervised bycompetent individuals who are familiar with them and who possess certain experience andknowledge in their subject areas. Respondents wanted supervision to be collaborative innature, providing them with support, advice, and help. They identified the need to trust theirsupervisors and be trusted in response.The respondents in both countries were concerned that school policies do not allow choice

in the supervisory approaches. Furthermore, the respondents identified the need for moretime and preplanning in the process of supervision. Feedback from teachers and administrationmay be coupled with the feedback from students, which beginning teacher considered to bea very valuable source of information about their performance.Active involvement in planning and decision making regarding the supervisory practices

was considered to be useful and necessary by these teachers. Theywantedmore time to engagein reflective and collaborative approaches to supervision and also indicated the need for theongoing support of experienced teachers and administration to address their individual needsand provide them with access to necessary resources.Teachers agreed that supervision should be closely connected to professional development,

which was viewed as the desired outcome of the supervisory process. They expressed thedesire to grow professionally and improve their instruction in order to provide quality edu-cation for students. The respondents suggested that beginning teachers should be providedwith options in professional development activities that are designated especially for thenovice teachers.Beginning teachers are the future of the schools; and their concerns, worries, and opinions,

when taken into consideration, can only enhance the quality of teaching and learning of thestudents. As novice teachers are required to be effective and constantly improve in their in-struction, supervision and professional development are of paramount importance to assistthem in their endeavors and provide them with necessary feedback and support. In order for

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novice teachers to be successful in instruction, they need to feel the support, gain knowledge,and learn skills that will guide them in the career-long learning efforts.

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About the AuthorDr. Benjamin KutsyurubaThroughout his career, Benjamin has worked as a teacher, researcher, manager, and professorin the field of education in Ukraine and Canada. He completed his PhD in Educational Ad-ministration at the University of Saskatchewan, Saskatoon, Saskatchewan, Canada. He iscurrently Assistant Professor in School Law and Policy in the Faculty of Education at Queen’sUniversity, Kingston, Ontario, Canada.

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EDITORS Mary Kalantzis, University of Illinois, Urbana-Champaign, USA. Bill Cope, University of Illinois, Urbana-Champaign, USA. EDITORIAL ADVISORY BOARD Michael Apple, University of Wisconsin, Madison, USA. David Barton, Lancaster University, Milton Keynes, UK. Mario Bello, University of Science, Cuba. Manuela du Bois-Reymond, Universiteit Leiden, Leiden, The Netherlands. Robert Devillar, Kennesaw State University, Kennesaw, USA. Daniel Madrid Fernandez, University of Granada, Spain. Ruth Finnegan, Open University, Milton Keynes, UK. James Paul Gee, University of Wisconsin, Madison, USA. Juana M. Sancho Gil, University of Barcelona, Barcelona, Spain. Kris Gutierrez, University of California, Los Angeles, USA. Anne Hickling-Hudson, Queensland University of Technology, Kelvin Grove, Australia. Roz Ivanic, Lancaster University, Lancaster, UK. Paul James, RMIT University, Melbourne, Australia. Carey Jewitt, Institute of Education, University of London, London, UK. Andeas Kazamias, University of Wisconsin, Madison, USA. Peter Kell, University of Wollongong, Wollongong, Australia. Michele Knobel, Montclair State University, Montclair, USA. Gunther Kress, Institute of Education, University of London, London, UK. Colin Lankshear, James Cook University, Cairns, Australia. Kimberly Lawless, University of Illinois, Chicago, USA. Sarah Michaels, Clark University, Worcester, USA. Jeffrey Mok, Miyazaki International College, Miyazaki, Japan. Denise Newfield, University of Witwatersrand, Johannesburg, South Africa. Ernest O’Neil, Ministry of Education, Addis Ababa, Ethiopia. José-Luis Ortega, University of Granada, Granada, Spain. Francisco Fernandez Palomares, University of Granada, Granada, Spain. Ambigapathy Pandian, Universiti Sains Malaysia, Penang, Malaysia. Miguel A. Pereyra, University of Granada, Granada, Spain. Scott Poynting, Manchester Metropolitan University, Manchester, UK. Angela Samuels, Montego Bay Community College, Montego Bay, Jamaica. Michel Singh, University of Western Sydney, Sydney, Australia. Helen Smith, RMIT University, Melbourne, Australia. Richard Sohmer, Clark University, Worcester, USA. Brian Street, University of London, London, UK. Giorgos Tsiakalos, Aristotle University of Thessaloniki, Thessaloniki, Greece. Salim Vally, University of Witwatersrand, Johannesburg, South Africa Gella Varnava-Skoura, National and Kapodistrian University of Athens, Greece. Cecile Walden, Sam Sharpe Teachers College, Montego Bay, Jamaica. Nicola Yelland, Victoria University, Melbourne, Australia. Wang Yingjie, Beijing Normal University, Beijing, China. Zhou Zuoyu, Beijing Normal University, Beijing, China.

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