Teacher Supervision through Professional Growth Plans: Balancing Contradictions and Opening Possibilities
Bibliographic record
Abstract
This article uses a micropolitical perspective to analyze the mandatory implementation of teacher professional growth plans (TPGPs) in Alberta, Canada, drawing upon findings of a qualitative study. Teachers and principals interviewed after 3 years of implementing this policy appeared to work within three basic contradictions related to the intersections of power and knowledge: (a) promoting teacher self-direction while increasing surveillance; (b) honoring individual teachers’ ways of knowing while narrowing teacher learning to a technicist model; and (c) focusing on teacher risk taking, creativity, and personally meaningful learning while increasing alignment with school and district goals and provincial teaching standards. However, principals and teachers found productive ways to balance these three tensions or work around them. This article describes strategies exercised particularly by administrators to implement the policy within these tensions, and it concludes by discussing this model of TPGPs in terms of negotiation of control.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.028 | 0.036 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.020 | 0.055 |
| Scholarly communication | 0.019 | 0.008 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".