Credibility in Instructional Supervision: A Catalyst for Differentiated Supervision

Abstract
This chapter represents an initial attempt to define credibility as it relates to instructional supervision in ninth through twelfth grade. The study aimed to determine how differences in the definitions held by administrators and teachers necessitate differentiation in an administrator’s supervisory practice. Findings suggest that credibility is more often rooted in expertise and experience than in relational conditions established by school...
Paper Details
Title
Credibility in Instructional Supervision: A Catalyst for Differentiated Supervision
Published Date
Jan 1, 2019
Pages
83 - 105
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