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of effective supervision approaches, such as cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices; and, • Communicating with the Department Chair
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of effective supervision approaches, such as cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices; and, • Communicating with the Department Chair
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knowledge of effective supervision approaches, such as cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices; and, • Communicating with the Department
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teaching; • Maintaining current knowledge of effective supervision approaches, such as cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices; and
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current knowledge of effective supervision approaches, such as cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices; and, • Communicating with
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current knowledge of effective supervision approaches, such as cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices; and, • Communicating with
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teaching; • Maintaining current knowledge of effective supervision approaches, such as cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices; and
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of effective supervision approaches, such as cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices; and, • Communicating with the Department Chair
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teaching; • Maintaining current knowledge of effective supervision approaches, such as cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices; and
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of effective supervision approaches, such as cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices; and, • Communicating with the Department Chair