ABSTRACT
This chapter examines teacher preparation, including varied viewpoints on the purposes of schools. It considers the impact of contemporary views on mentoring and the role of supervision and actions designed to support the growth of teachers. The chapter explores the contexts of evolving and dynamic communities that acknowledge individual histories, the status of the profession, and the roles of increasingly diverse communities. Supervisor actions stemming from these broad-based understandings include oversight on professionalism, guiding and informing how educators approach curriculum and assessment, and facilitating how teachers respond to the ever-present changes in student demographics. Research on teacher effectiveness highlights the complexities of assessment practices used to determine teacher quality. Contemporary educators’ work has moved beyond curriculum planning, lesson delivery, and assessment. A component of teaching and learning for each player in a supervisory relationship is the ability and willingness to reflect on current practices.
