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FACULTY OF EDUCATION and ARTS School of Education Melbourne SEMESTER ONE EDF 414: Bachelor of Teaching/Bachelor of Arts Extended Reflective Practice PROFESSIONAL EXPERIENCE PROGRAM GUIDELINES for

How to fill out guidelines for supervising teachers

How to fill out guidelines for supervising teachers:

1. Start by clearly defining the purpose and objectives of the guidelines. Consider the specific areas where supervision is required, such as lesson planning, classroom management, and teacher evaluation.
2. Identify the key competencies and skills that supervising teachers should possess. This may include knowledge of instructional strategies, the ability to provide constructive feedback, and effective communication skills.
3. Determine the criteria for evaluating teacher performance. This could involve standard rubrics or observation protocols to assess teaching practices, student engagement, and professional growth.
4. Specify the responsibilities and expectations of both the supervising teacher and the teacher being supervised. Clarify the frequency and duration of supervision sessions, the use of resources and materials, and any necessary paperwork or documentation.
5. Include guidelines for providing feedback and support to the teacher. Establish protocols for conducting constructive observations, offering suggestions for improvement, and monitoring progress over time.
6. Address any legal and ethical considerations, such as maintaining confidentiality and respecting professional boundaries.
7. Seek input and collaboration from other stakeholders, such as school administrators, colleagues, and the teachers themselves, to ensure the guidelines are comprehensive and reflective of the needs of all parties involved.

Who needs guidelines for supervising teachers:

1. School administrators: Guidelines provide a framework for administrators to ensure consistent and effective supervision practices throughout the school or district.
2. Supervising teachers: Guidelines serve as a roadmap for supervising teachers to understand their roles and responsibilities when supporting and evaluating their colleagues.
3. Teachers being supervised: Guidelines help teachers know what to expect from their supervising teachers and provide clarity on how to improve their teaching practices.

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