In response to increasing expectations for college and career readiness, networks for school improvement have been codifying instructional guidance infrastructures (IGIs) for teachers, expanding and aligning components such as prescribed curricula, assessments, coaching, and professional development. Historically, teaching in the United States has lacked infrastructure. Teachers who have done ambitious work have done so by placing an enormous burden upon themselves, and more prescriptive IGIs may relieve some of this burden. However, the occupational control exercised by an IGI may constrain teacher autonomy. This comparative case study documents rationales for IGI expansion at two purposefully-selected network in a large urban district, developing profiles of their IGIs, and exploring implications for the occupational role of teachers. Findings emerge from iterative analysis of 42 semi-structured interviews and 51 hours of observation. Each network staff’s sensemaking around their respective instructional guidance infrastructures (IGIs) reflected competing conceptions of teacher professionalism. Denizen Charter Management Organization promulgated a more prescriptive IGI that included minimal support for adaptation and tightly aligned accountability mechanisms. Conversely, Metropolitan Schools, a non-profit organization, implemented a more discretionary IGI with flexible curricular frameworks. Adoption of their IGI was voluntary with fewer accompanying accountability structures. Denizen’s more prescriptive IGI reflected the new professionalism (in which bureaucracies routinize the knowledge base of discretionary work) while Metro’s more discretionary IGI aligned more with classic professionalism (characterized by abstract knowledge, authority over practice, and autonomy). Distinct conceptions of the knowledge base for teaching undergirded these differences. An emphasis on pedagogical content knowledge and content-area pedagogical practices at Metro reflected an understanding of teachers as experts. In contrast, Denizen’s emphasis on content-agnostic pedagogical knowledge and generic instructional moves reflected a performative model of teaching. However, elements of competing conceptions of professionalism co-existed within each IGI.

The purpose of this paper is to give a descriptive and somewhat analytical statement of the work of a county supervisor of instruction. Involved in this task is the validation through authoritative sources of the social and psychological basis for an educational program, the philosophy of education in a democratic society, and the interrelationship between a philosophy of education and a philosophy of supervision in accordance with democratic procedures and the nature of human growth and development. / Typescript. / "August, 1948." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 34-35).

The type of experiences which millions of youth of our land is receiving at the hands of our educators in America today is having a profound effect upon our American way of life. We may be sure that this effect is not only immediate but will carry over far beyond our day. Whether we succeed or fail in the retention of our accepted way of life will depend upon the schools of our country and the things which we impart to youth which will cause them to appreciate those ideals which we hold vital to a free people. The majority of the educators of our day will agree that a child must live those experiences which carry over into future life and that he must have opportunity to live those experiences within that part of life which he spends in our public schools. These experiences must be made possible through a well planned curriculum for the school. / Typescript. / "August, 1950." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Robert C. Moon, Professor Directing Paper. / Includes bibliographical references (leaves 33-34).

The educational system in America has become a huge, complex business. Administration of the schools is vital to meet the problems involved. A well-qualified administrator is better prepared to overcome obstacles and to make the school system function to the highest degree of efficiency. Recent articles have indicated the general trend toward the county as the administrative unit for the school. As the population groups, so grow the problems of the schools and the county superintendency. / Typescript. / "August, 1957." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Edna E. Parker, Professor Directing Paper. / Includes bibliographical references (leaves 34-35).

For a great many years American schools were able to fit themselves into a definite pattern without confusion as to their aims. Their function was to provide an opportunity for formal education. Each child either conformed to the pattern or child and school parted company. During this period, home and church were strong stabilizing factors, change was slow, and transmission of a body of "book learning!' satisfied school and lay people. / Typescript. / "August, 1948." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: R. L. Eyman. / Includes bibliographical references (leaves 48-52).

"The author, who is engaged in the supervision of health and physical education in Escambia County, has for his purposes in preparing this paper: (1) to study the scope of the school health program, (2) to examine and analyze good supervisory practices in school health, and (3) to make recommendations for improvement in the school health program of Escambia County"--Introduction. / Typescript. / "July 31, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 45-46).

"It is the purpose of this paper to record some of the activities in Barwick High School during the first three years of participation in a Cooperative Study, to analyze the experience for values derived from the experience for possible future instruction, and to be used for guidance in pursuing similar experiences. Not all activities in the Cooperative Study will be taken up. The activities taken up will not be exhausted as to value received"--Introduction. / "July, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 35).

"The purpose of this paper is not to set up policies for the Wakulla County school but rather to bring together some of the policies expressed in the minutes of the Wakulla County Board of Public Instruction, and other statements of policy that have made themselves felt in the operation of the schools since 1949. In the summer of 1949 the principals, supervisor, and superintendent drew up policies to govern the administration of the schools as regards students, teachers, custodians, and bus drivers. These policies were never officially adopted by the Board and so have not been of universal effectiveness"--Introduction. / Typescript. / "August 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 49-50).

"This study will deal with the principal types of faculty meetings as they have developed in America over the past thirty years. It will also consider methods and techniques of conducting faculty meetings, including the following: who plans the meeting, at what time and how frequently should they be held, what is the optimum length of each session, where should be meetings be held, what skills and techniques are needed for conducting meetings, what use should be made of other participants, and what use should be made of demonstration teaching. The writer will summarize his findings and make a tentative interpretation of them in the light of his experience as a principal in China"--Introduction. / Typescript. / "August, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 28-29).

Research indicates that too often the newest teachers do not receive the support and development they need to serve their students well, especially in the hardest-to-staff schools in the highest poverty communities. The purpose of this modified case study was to examine the perceptions of whether, what, and how early career teachers learned from their peer mentoring experience, seeking to illuminate their voices. The following data collection methods were utilized to achieve triangulation: (a) initial one-on-one in-depth interviews to gauge participant perspectives and a second interview to explore further areas of interest after analysis of the first interview, (b) teacher evaluation report to determine the alignment between written supervisory feedback and peer mentoring support, (c) An examination of public documents for each school, with a specific focus on the school’s climate and culture and learning environment. Participants included 10 early career teachers in a 3K-12 public school district in New York City, who were in their first to fourth year of teaching. Results indicated that beginning teachers perceived that they learned strategies, techniques, and instructional methods from their mentors; however, they lacked information to help them navigate the technical aspects of their jobs. Future studies should explore how to leverage all stakeholders within a school community to support the transition of early career teachers into the profession.