This study develops guidelines and an in-service model for secondary teachers supervising student teachers. The study provides guidelines for developing in-service teacher supervision activities in secondary schools that serve as student teacher centers. The study seeks to determine selection criteria for supervising teachers; to ascertain in-service program activities considered valid by experienced supervising teachers, administrators and college coordinators; to measure professional reaction toward recent co-operative implementation of Senate Bill Eight; and to assess current in-service programs for supervising teachers in the North Texas area and test their conformity with criteria stated by known authorities. The study reviews literature in topical areas considered by known authorities to be those in which secondary-school supervising teachers must function. A questionnaire was developed, validated and mailed to an aggregate of 239 secondary supervising teachers, college co-ordinators, principals and central office administrators in selected public schools, and colleges and universities in the North Texas area. Collection of data resulted in a 73.6 per cent return in a ten-day period. Degrees of differences among the beliefs of participant groups were revealed by the chi-square measure of significance. It was found that the supervising teacher is the most influential feature of the entire student-teaching program and that in-service staff development programs concentrating on supervision of student teachers are both wanted and needed. It was further found that there is no central trend, in the North Texas area, to meet the desired need. Only ten per cent of the supervising teachers have had formal training in the supervision of student teachers. Those who were least familiar with Senate Bill Eight and the Texas Education Agency's guidelines supported one to three two-hour, inservice sessions per year. Central office administrators supported from four to six two-hour, in-service sessions per year.

According to the laws of Florida, the county is the unit for the organization and administration of schools. The Constitution of Florida requires the Legislature to provide for the election for a term of four years of a County Superintendent of Public Instruction. The laws also provide for the election for four-year terms of five members of the Board of Education and for three members of the Board of Trustees. Other county school personnel are appointed. / "A Paper." / At head of title: Florida State University. / "November, 1948." / Typescript. / Advisor: H. W. Dean, First Major. / "Submitted to the Graduate Council of Florida State University in partial fulfilment of the Requirements for the Degree of Master of Arts." / "Organization of County School Personnel - Jefferson County [Florida] (Chart)--P. 1. / Includes bibliographical references.

Leadership styles of principals and school climate are two factors that vary greatly in different private secondary schools in Mauritius. They also contribute immensely in the making of a school a peaceful and happy work place for both staff and students. This study first presented a literature review on leadership styles of principals and school climate. References were made from many sources in order to have a clear overview on these two factors. A qualitative research based on interviews and observations was conducted on teachers and principals from nine private secondary schools in order to fulfill three aims of the study. Firstly, the types of leadership styles adopted by principals in private secondary schools in Mauritius were assessed. Secondly the types of school climate that prevailed in these private secondary schools were evaluated. Lastly, the relationship between the leadership styles of principals and school climate in the private secondary schools was investigated. The results revealed that when the democratic style of the `power' concept of leadership was used alone or with other styles but was more prevalent, the principals of these schools scored `high' in both the initiating structure and consideration items of the `relational' concept of leadership and, the climate of these schools was classified in the category of `others' but was more `open' than `closed'. However, when the authoritarian style of the `power' concept of leadership was used with other styles but was more prevalent, the principals either scored `low' in both the initiating structure and the consideration items or `low' in the consideration items only of the `relational' concept of leadership and the climate was more `closed' than `open'. / Educational Studies / M. Ed. (Education Management)

The study focused on the role of the principal as an instructional leader in the Motupa Circuit primary schools of Limpopo Province. The nature and effectiveness of the education system depend on the role of school principals as instructional leaders in the effective and efficient monitoring and support of educators' curriculum implementation in the classrooms, evidenced by learners' performance and the effective functioning of educational institutions. The literature review undertaken benchmarked on the instructional leadership roles of school principals. Qualitative research approach in the form of observations, interviews and the analysis of written documents was employed to elicit the principals' perceptions on their instructional leadership roles and how they enhance effective teaching and learning towards improving learners' performances. The study anticipated that principals as instructional leaders will be increasingly involved in ensuring that curriculum implementation in the classrooms is monitored and supported for effective teaching and learning to be realised. The study's findings revealed that this is not happening as it should. A synopsis of the research findings revealed that principals are beset with a number of contextual factors such as, an inadequate provision of teaching and learning resources and infrastructure needs, lack of monitoring and support of curriculum implementation, inadequate support from the Department of Basic Education, and lack of parental involvement and concern on the education of their children. It is anticipated that the literature review and the findings from the empirical study will contribute to, and strengthen principals' instructional leadership roles in creating conditions for effective teaching and learning, by monitoring and supporting educators in curriculum delivery and implementation in the classrooms. The research recommended that principals should conduct regular class visits and also ensure that strategies are developed to involve parents of learners in the education of their children, and that teaching and learning resources should be provided. The Provincial Department of Basic Education must provide the much needed basic school infrastructure and basic school resources such as LTSM, the national norms and standard for school funding (NNSSF) earlier during the first term, in support of principals' instructional leadership roles. It is recommended that attention to these issues by school principals and the Department of Basic Education will contribute towards effective teaching and learning and improve learners' performances in Limpopo Province and the Motupa Circuit in particular. / Educational Management and Leadership / M. Ed. (Education Management)

Thesis (MEd)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: This thesis seeks to demonstrate the potential of school governing bodies to further the process of democratising South African society. Among the main features of the democratisation of South African education, is the decentralisation of educational governance. In this process the decision-making authority has been devolved from central government to the local school level, thus preparing school communities for self-government and autonomy. The establishment of school governing bodies at all public schools in the country brings South Africa in line with current international trends for democratic local community participation and control in education. When this aspect of the education systems of three countries, the United States of America, England and Australia, are compared with South Africa's, it shows the extent of the latter's democratisation of educational governance. The background to local community participation in South African education according to various pieces of legislation passed, their failure to reform education, and other aspects which led to the promulgation of the Schools Act (1996), places school governing bodies in South Africa in proper historical context. An examination of the Schools Act reveals its democratic nature and identifies those aspects of school governing bodies which have the potential of furthering the democratisation process. The challenges that the changes in school governance bring with them are analysed to highlight their implications and significance for school governing bodies. School governing bodies offer new and exciting opportunities for enterprising and enthusiastic communities. School governors should, therefore, be urged to seize the opportunity to participate in school governance and in this way play their role in furthering the democratic transformation of South African society. / AFRIKAANSE OPSOMMING: Hierdie tesis poog om die potensiaal wat skoolbeheerliggame het om die proses van die demokratisering van die Suid-Afrikaanse samelewing te bevorder, aan te toon. Een van die hoofeienskappe van die demokratisering van die Suid- Afrikaanse onderwys, is die desentralisasie van onderwysbestuur. In hierdie proses is besluitnemingsgesag afgewentel vanaf sentrale regeringsvlak na die plaaslike skoolvlak, waardeur skoolgemeenskappe voorberei word vir self-beheer en outonomie. Die totstandkoming van skoolbeheerliggame by alle openbare skole in die land, bring Suid-Afrika in lyn met huidige internasionale tendense rakende die demokratiese plaaslike gemeenskapsdeelname aan beheer en bestuur in die onderwys. Wanneer hierdie aspek van die onderwysstelsels van drie lande, die Verenigde State van Amerika, Engeland en Australië, met die van Suid-Afrika vergelyk word, dui dit die omvang van die demokratisering van onderwysbeheer en -bestuur in die Suid-Afrikaanse opset aan. Die agtergrond van plaaslike gemeenskapsdeelname in die Suid- Afrikaanse onderwys volgens verskeie stukke wetgewing, hulle onvermoë om die onderwys te hervorm, en ander aspekte wat tot die afkondiging van die Skole Wet (1996) gelei het, plaas skoolbeheerliggame in die regte historiese konteks. 'n Ondersoek van die Skole Wet dui aan dat dit demokraties in wese is, en daardie aspekte van skoolbeheerliggame wat die potensiaal besit om die demokratiseringsproses voort te sit, word geidentifiseer. Die uitdagings wat die veranderinge in skoolbestuur met hulle meebring, word geanaliseer om hulle implikasies en betekenisvolheid vir skOOlbeheerliggame uit te lig. Skoolbeheerliggame bied nuwe en opwindende geleenthede vir ondernemende en geesdriftige gemeenskappe aan. Skoolbeheerliggame moet dus aangespoor word om die geleentheid aan te gryp om deelname aan skoolbestuur te hê en om sodoende hulle rol te speel in die bevordering van die demokratiese transformasie van die Suid-Afrikaanse samelewing.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Since the introduction of the SA Schools Act in 1996 and institution of school governing bodies (SGBs), the Education Department began to experience serious problems regarding school governance. The incidents that happened in schools brought into question the legal role and authority of SGBs in the administrative actions they perform. This study aimed specifically at investigating the problems that arise in relation the appointment of teachers. Since SGBs play an important facilitating role in the process of staff appointments, their way of handling this duty was at the heart of the study. The research made use of literature studies, policy documents from the education department, viz. the SA Schools Act, Educators Employment Act, Education Labour Relations Council documents, and questionnaires and interviews with members of school governing bodies at a selection of local schools in the Western Cape Province. The findings led to the conclusion that most SGBs in the disadvantaged communities find it difficult to appoint new educators. Clearly SGBs are regarded as legitimate structures that should govern learning institutions and it is evident that one of their duties is to employ new educators, in line with the legal procedures stipulated in the various provincial education departments' policies. Perhaps the most important finding is that parents in the disadvantaged communities are illiterate. This is a significant problem because most of their duties require them to read documents from the education department so that they may know exactly how to perform their functions and responsibilities. Some of the problems encountered, however, are also caused by the ignorance and reluctance of parents to offer their services without being remunerated. These conclusions resulted in the formulation of specific recommendations for improving the role and implementation of SGBs. The recommendations are made for improving the role of SGBs as a whole as well as for specific capacity building relating to the needs of each stakeholder group. The overall emphasis of the study is thus on the recommendation for more effective training of SGBs. / AFRIKAANSE OPSOMMING: Sedert die instelling van die SA Skolewet in 1996 en totstandkoming van skoolbeheerliggame, het die Onderwysdepartement ernstige probleme ten opsigte van skoolbeheer begin ervaar. Die insidente wat in skole plaasgevind het, het vrae laat ontstaan rakende die wettige rol en gesag van die beheerliggaam in die administratiewe handelinge wat hulle uitvoer. Die doel van die studie was om probleme rondom die aanstelling van opvoeders te ondersoek. Die sentrale fokus van die studie was op beheerliggame as fasiliterende liggame. Vir die doeleinde van die studie is daar gebruik gemaak van: literatuurstudie, beleidsdokumente van die Onderwysdepartement (die S A Skolewet, die Opvoedersdienswet en dokumentasie van die Raad vir Arbeidsverhoudinge in die Onderwys [RAVO]), sowel as vraeslyste en onderhoude met lede van die beheerliggame byenkele plaaslike skole in die Wes-Kaap. In die bevindinge is daar tot die gevolgtrekking gekom dat die meeste beheerliggame in die benadeelde gemeenskappe dit moeilik vind om nuwe opvoeders aan te stel. Beheerliggame is die wettige strukture wat opvoedkundige instansies moet beheer en een van hul pligte is om nuwe opvoeders aan te stel in ooreenstemming met die wetlike voorskrifte, soos vervat m die verskillende beleidsdokumente van die Onderwysdepartement. Die belangrikste bevinding is dalk dat ouers in die benadeelde gemeenskappe meestalongeletterd is. Dit skep probleme, aangesien daar van hulle verwag word om die dokumentasie van die Onderwysdepartement te lees, te verstaan en daarvolgens op te tree. Verdere probleme word veroorsaak deur 'n mate van onkunde asook deur die onwilligheid van ouers om sonder vergoeding hul dienste aan te bied. In die lig van hierdie gevolgtrekkings, is spesifieke aanbevelings gemaak ten einde die rol van beheerliggame te versterk, sowel as om die suksesvolle implementering van hierdie strukture, in terme van kapasiteitsbou en aandeelhouerbemagtiging meer doeltreffend te laat funksioneer. Die besondere klem van die aanbevelings is 'n indringende versoek vir die ontwikkeling van sinvolle, doeltreffende opleiding van persone wat in skoolbeheerliggame dien.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: In April 1994, after South Africa's first democratic elections, a new era in education commenced. The education system was transformed to a unitary system and a programme of legislation was launched aimed at promoting democratic ideals and practices. Of particular importance to schools was the South African Schools Act (Act No. 84 of 1996) by which significant powers were granted to School Governing Bodies (SGBs) at local level In addition to the school principal, a SGB was to be composed of elected representatives of four main stakeholder groups: educators, non-educator staff, learners (in Grade 8 or above) and parents. The powers and responsibilities allocated by the Act indicated that the introduction of SGBs had far-reaching potential to improve school effectiveness and, more importantly, to contribute to the growth of democracy in South Africa. The writer of this study was an educator, resident in the Northern Province and with significant first-hand teaching experience in schools in rural and semi-rural areas of the province, as well as experience as a member of a SGB. This experience had made him keenly aware of the role that SGBs could play in improving schools with which he was familiar. The purpose of the research was therefore to investigate the role of SGBs in rural areas of the Northern Province. To evaluate the role of SGBs, the researcher aimed to investigate aspects such as whether SGBs were in fact properly established, e.g. through the conduct of proper elections, how stakeholders perceived their roles, what functions were typically performed by SGBs, the perceptions of roleplayers about significant progress and or problems, and what needs for help or training were experienced. In particular the research aimed to discover whether there were particular needs associated with SGBs in the rural areas in order to determine what sort of capacity-building was required. The approach used in the investigation followed four main steps. Firstly, a literature study provided the basis for analysis and clarification of important concepts. Secondly, the legal and policy context was described, paying particular attention to the specific legislation and documents that frame school governance in South Africa. Thirdly, the writer examined the context of Northern Province, describing four stages in the history of educational administration and focusing on rural communities in particular. The fourth perspective was gained by an empirical study of a sample of ten secondary schools in the rural and semi-rural areas around the town of Thohoyandou. The method of investigation was to use questionnaires and interviews to obtain data from representatives of all five stakeholder groups in SGBs at each of these schools. The findings led to the conclusion that SGBs were largely well-established in the rural areas of Northern Province. They were widely accepted as legitimate and worthwhile structures but there were specific important needs for training and capacity-building. Perhaps the most important finding was that parents in rural areas appear to find it very difficult to become involved in the educational life of schools and are especially reluctant to serve on SGBs. Reasons for this apparent apathy were found to lie in problems of illiteracy and feelings of ignorance or inferiority. These conclusions enabled the researcher to make specific recommendations for improving the role and functioning of SGBs. Recommendations were made for improving the role of SGBs as a whole as well as for capacity-building relating to the needs of each stakeholder group. A particular emphasis of these recommendations was on ways in which the unique needs of rural communities can be met. This was seen as a priority in order to improve education in secondary schools in these historically underdeveloped areas and through that, promote the growth of democracy in the rural areas of Northern Province. / AFRIKAANSE OPSOMMING: Suid-Afrika se eerste demokratiese verkiesing op 26 April 1994 het 'n nuwe era vir die onderwys ingelei. Een unitêre en eenvormige geïntergreerde onderwysstelsel is gevestig en 'n program geloods van nuwe wetgewing gerig op die bevordering van demokratiese ideale en praktyke. Van besondere belangrikheid vir skole was die Suid-Afrikaanse Skolewet (Wet Nr 84 van 1996) wat bepaalde magte aan skole op plaaslike vlak afgewentel het deur die instelling van Skool Beheerliggame (SBLs). Saam met die skoolhoof, was SBLs saamgestel deur verkose verteenwoordigers van vier hoof belanghebbende groepe: opvoeders, nie-opvoederpersoneel, leerders (in Graad 8 of bo) en ouers. Die magte en verantwoordelikhede deur die Wet aan SBLs geallokeer was 'n aanduiding dat die instelling van SBLs verreikende potensiaal gehad het om skooleffektiewiteit te bevorder sowel as 'n belangrike bydrae te maak tot die ontwikkeling van demokrasie in Suid-Afrika. Die skrywer van die studie was 'n opvoeder, woonagtig In die Noordelike Provinsie en met eerstehandse ervaring van onderwys in skole in die landelike gebiede van die provinsie. Hy het ook ervaring gehad as lid van 'n SBL. Sy ondervinding het hom skerp bewus gemaak van die moontlike rol van SBLs in die verbetering en opheffing van skole waarmee hy vertroud was. Die doel van die navorsing was dus om die rol van SBLs in die landelike gebiede van die Noordelike Provinsie te ondersoek. Om die rol van SBLs te evalueer het die navorser besluit om aspekte te ondersoek soos die vestiging van SBLs, bv. of hulle welordentlik gevestig was, o.a. deur die bepaalde verkiesingsprosedures, die persepsies van belanghebbendes oor hulle eie rolle, die tipiese funksies deur SBLs gerig, die rolspelers se eie persepsies van beduidende vordering en/of probleme in die funksionering van hulle SBLs, en enige opvallende behoeftes. Die navorsing het veral gepoog om agter te kom of daar spesifieke eiesoortige behoeftes t.O.V. SBLs in gemeenskappe in landelike gebiede was. Om sulke behoeftes te kon bepaal sou bydrae tot die ontwikkeling van geskikte programme vir kapasiteitsbou by SBLs in landelike gebied. Die ondersoek het uit vier hoofstappe bestaan. Eerstens het In literatuurstudie bygedra tot die ontleding en verduideliking van belangrike konsepte. Tweedens is die wetlike en beleidskonteks beskryf, met besondere verwysing na die raamwerk van spesifieke wetgewing en dokumente wat skoolbeheer in Suid-Afrika bepaal Derdens het die skrywer die konteks van Noordelike Provinsie omskryf, insluitend 'n beskrywing van vier fases in die geskiedenis van onderwysbeheer Daar is ook veralop die eienskappe van landelike gemeenskappe gefokus. Die vierde perpsektief was deur 'n empiriese ondersoek verkry, gebasseer op 'n seleksie van tien sekondêre skole in die landelike en semi-landelike gebied rondom Thohoyandou. Die ondersoek het gebruik gemaak van vraelyste en onderhoude met verteenwoordigers van elkeen van die belanghebbende groepe. Daardeur is gegewens bekom van al vyf belanghebbende groepe by elkeen van die tien skole. Die bevindinge het tot die gevolgtrekking gelei dat SBLs reeds grootendeels gevestig was in die landelike gebiede van Noordelike Provinsie. Dit het geblyk dat SBLs wyd aanvaar was as legitieme instellings, maar dat daar spesifieke behoeftes was vir opleiding en kapasiteitsbou. Moontlik die belangrikste bevinding was dat ouers in die landelike gemeenskappe dit blykbaar baie moeilik vind om betrokke te raak in die opvoedingstaak en lewe van skole en veral skaam is om op SBLs te dien. Redes wat vir hierdie skynbaar apatetiese gedrag aangevoer is, was dat die meerderheid ouers ongeletterd is en dat gevoelens van onkundigheid, onbekwaamheid en minderwaardigheid ouers weerhou om deel te neem .. Bogenoemde gevolgtrekkings van die studie het die navorser in staat gestelom spesifieke aanbevelings te maak t.o.v. die ontwikkeling en verbetering van die funksionering van SBLs. Aanbevelings is gemaak om die rol van die SBL in die algemeen te verbeter, sowel as t.o.v. kapasiteitsbou gerig op die spesifieke behoeftes van bepaalde belanghebbende groepe. Die aanbevelings het in besonder klem laat val op die soeke na wyses waardeur die unieke behoeftes van landelike gemeenskappe aangespreek kan word. Hierdie behoefte word as 'n prioriteit beskou om onderwysverbetering in sekondêre skole in hierdie histories onderontwikkelde gebiede te versnel. Daardeur sou die ontwikkeling van demokrasie in die landelike gebiede van Noordelike Provinsie ook versterk en bevorder word.

published_or_final_version / Education / Master / Master of Education

The study is in response to the recently enacted South African Schools Act No. 84 of 1996 (SASA), which sees the legislated inclusion of parents in school governing bodies. The Act promotes four distinct representative participants or stakeholders. These include parents, who constitute the majority, educators, learners and non-teaching staff. There is an indication that the SASA has tensions, ambiguities and contradictions which could allow either &quot / consumer market&quot / or &quot / citizen equity&quot / visions to prevail in practical terms. However, I argue that the SASA in practice is becoming dominated by the consumer vision that has a danger of creating unfair competition amongst schools and perpetuating the already existing inequalities in our society. In this mini-thesis, I attempt to investigate the nature of parental involvement in school governance in practice. I focus on their responsibilities in relation to policy matters as enshrined in the SASA, their commitment to executing their functions. The aim is to determine their capacity to fulfil their responsibilities with respect to their powers and functions.

Esta dissertação discute a supervisão escolar a partir do exame de sua origem histórica, baseando-se em pesquisa documental acerca do tema. Considerando a função do supervisor escolar conforme o que consta nos documentos legais, em outras publicações oficiais e o observado na prática desta profissional no universo da Secretaria Municipal de Educação de São Paulo (SME-SP), a investigação realizada ressalta possibilidades e limites dessa atuação profissional diante do compromisso com a educação pública. Com a intenção de trazer à tona a origem da supervisão escolar, foi necessário recorrer à história da educação no Brasil e no município de São Paulo, no período compreendido entre 1956 e 2004. Para isso, foi consultada a bibliografia sobre o assunto e foram examinados documentos oficiais do acervo da SME-SP. Partindo da compreensão de que a supervisão escolar pertence ao conjunto de meios para a realização do processo educativo, tendo como fim a formação humana, e que é inserida nesse processo por meio da administração escolar, nossa opção foi partir do conceito de administração em geral, com o propósito de entender a essência da administração e deixar bem claro o que preconiza a chamada teoria geral da administração, ou seja, que esta não é geral, como propalado pelo senso comum, mas restrita ao capitalismo. Examinar os conceitos de administração e administração escolar e, em seguida, situar a supervisão escolar teve como objetivo tomá-la como objeto deste estudo e buscar compreender qual a sua contribuição para uma educação emancipatória. Buscamos a melhor apreensão das ideias de gerência, burocracia e empresa, pois são termos recorrentes nos textos relacionados a administração, administração escolar e supervisão escolar. A partir da concepção de educação como atualização histórico-cultural do homem, e concebendo que este humano se constitui sujeito na relação com seus semelhantes, procuramos destacar a diferença entre educação emancipatória e educação bancária. Assim, enquanto esta considera o aluno como um receptáculo vazio que vai recebendo informações e instruções, aquela reconhece o homem como ser histórico, produtor de sua existência, em sua relação com o mundo e, portanto, promove a pergunta à realidade, que se faz a partir da inquietação e da dúvida, em oposição à constatação e à conformação silenciosas. Na direção dessa busca de problematização da realidade, foi imprescindível discutir a importância da assistência às escolas e sua abrangência. Na perspectiva de avançar quanto a essa assistência às escolas, foi citada a intersetorialidade como possibilidade de uma política pública integrada, baseada no diálogo entre diferentes setores do governo, com vistas à transformação da realidade percebida quando da problematização. Finalmente, diante do estudo realizado, as sínteses, ainda que provisórias, demonstram que há a possibilidade de transformação da supervisão escolar, destacando a assistência às escolas e ao seu projeto político-pedagógico, caracterizando o compromisso com a educação emancipatória. / This work is to discuss school supervision, from its historical origin examination, based in documental research about the theme. Considering school supervisor role according to legal documents, in other official publication and the observed in this professional practice at the Municipal Secretary of Education of São Paulo (SME-SP), the performed investigation highlights possibilities and limits of this professional practice against the public education compromise. Having the intention to bring up the origin of school supervision, it was necessary to refer to history of education in Brazil and São Paulo municipality, in the period between 1956 and 2000. For this, it was consulted the literature on the matter and examined official documents of SME-SP collection. From the comprehension that school supervision belongs to the media set for education process performance, having as purpose human development and that is inserted on this by school administration, our option was to start from general administration concept, with the intention of understand administration essence and clear what advocates the so-called general administration theory, in other words, that this is not general as is vaunted by the common sense, yet, restricted to capitalism. Examination of administration and school administration concepts and, then, locate school supervision had as purpose take it as object of this study and understand its contribution for an emancipatory education. We searched the best prehension of management, bureaucracy and enterprise ideas, as they are recurring basis in texts related to administration, school administration and school supervision. From the conception of education as historic and cultural actualization of man and, understanding that this human being is constituted as subject in the relation with his equals, we seeked to contrast the difference between emancipatory education and banking education. Thus, while the last one considerate the student as an empty vessel that receives information and instruction, the first one recognizes man as a historic being, producer of its existence, in its relation with the world, and, so, promotes the question to reality, that is made of unrest and doubt, in opposition to silent finding and resignation. On the search directions of reality problematization, it was indispensable to argue about the importance of school assistance and its scope. With the expectation of going forward in the school assistance, it was mentioned the intersectorial as possibility of an integrated public policy, based in dialogue among different departments of the government, aiming the transformation of the realized reality when the problematization was made. Finally, facing the performed study, the synthesis, although still transitory, show that it is possible to change school supervision, contrasting the assistance to school and its pedagogical and politic project, characterizing the compromise with emancipatory education.