Conceptualizing Supervision in the Professional Development School Context: A Case Analysis

Open Access
Burns, Rebecca West
Graduate Program:
Curriculum and Instruction
Doctor of Philosophy
Document Type:
Date of Defense:
March 27, 2012
Committee Members:
  • Bernard Joel Badiali, Dissertation Advisor
  • James F Nolan Jr., Committee Member
  • Dr Kimberly Powell, Committee Member
  • Stephanie L Knight, Special Member
  • Professional Development Schools (PDS)
  • Supervision
  • Hybrid Educator
  • Field Experiences
  • Clinical Faculty
  • University Liaison
This study is a qualitative case study of the first year experience of a novice supervisor in a Professional Development School (PDS) context. It describes the experiences of a classroom teacher who assumed the role of Professional Development Associate (university supervisor) as seen from four perspectives, mentors, interns, self and researcher. The portrait that evolved resulted in a beginning conceptual model for understanding supervision in a PDS context that served as both a methodological finding and a tool for analysis. This case provided a detailed description of the implications of supervision on mentors and interns, and it also showed how a novice supervisor learned in a PDS context as a community of practice. The findings have implications for understanding supervision in a PDS context and supporting meaningful professional learning of supervisors.