Date of Award

Spring 5-6-2022

Level of Access Assigned by Author

Open-Access Thesis

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

Advisor

Ian Mette

Second Committee Member

Catharine Biddle

Third Committee Member

Maria Frankland

Abstract

Across the country schools have continuously looked to find ways to increase student achievement. In response to state and federal policy, school districts have used evaluative processes and accountability measures to increase teacher effectiveness. Despite a significant body of research that supports the effect of supervisory practices on teacher effectiveness, this focus on formal evaluation has detracted from the time and resources allocated to instructional supervision. Due to COVID-19, schools across the nation have been forced to provide remote learning opportunities to students. Essentially, this new style of teaching has turned all educators, regardless of experience, into first-year teachers. The learning curve needed to navigate this new educational landscape has forced teachers to learn from one another in order to educate their students. This case study of a rural high school in Maine will examine the impact of supervisory practices in regards to teacher efficacy. The study will examine how teachers have used such practices to aid them in this new way of teaching.

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