Jennifer Lyn Sinsebox: SUNY Brockport

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Dr.Jennifer Lyn Sinsebox, Ed.D

(She/Her/Hers)

Lecturer: (585) 395-2661
jsinsebo@brockport.edu
Office: Brockport Downtown 516
Office Hours:
Upon request.

Education

St. John Fisher College

Education Doctorate in Executive Leadership (Ed.D.) 2020
Dissertation: “Supervision and Evaluation Practices That Impact Teacher Learning: A Case Study of Rural Teachers’ Perspectives

State University of New York at Oswego

New York State Superintendent Development Program 2015

State University of New York at Brockport

Certification of Advanced Study in Educational Administration 2011

Nazareth College of Rochester

Master of Science in Special Education 1995
Areas of Concentration: Learning and Emotional Disabilities

Nazareth College of Rochester

Bachelor of Arts in Psychology 1991
Areas of Concentration: Special and Elementary Education

Areas of Specialty

Teacher Supervision and Evaluation Practices
Student Assessment Practices
Strategic Planning and School Improvement Practices

Courses Taught

EDI 603: Educational Assessment & Evaluation

Evaluation provides an overview of the theory and practice of assessment. Emphasizes assessment and evaluation practices consistent with appropriate standards. Methods include performance assessments, instructional rubrics, portfolios and exhibitions, and objectively-scored tests. Includes assessments used for improving performance, design, and instructional practices.

EDA 678: Evidenced-Based Techniques for Teacher Assessment

Evidenced-Based Techniques for Teacher Assessment is for those preparing to be an
Administrator in public or private schools. The course presents a variety of evaluation and supervisory strategies based on currently proven models as well as in direction and development of staff. Performance appraisal and teacher evaluation models
are explored.

Research Interests

Teacher Supervision and Evaluation Systems and Practices
Grants and Innovation Practices in PK-12
Out of School Programming

Recent Publications

Supervision and Evaluation Practices That Impact Teacher Learning: A Case Study of Rural Teachers’ Perspectives

Dissertation Defended July 2020; Degree awarded December 2020 from St. John Fisher University.

Abstract:

The purpose of this qualitative descriptive case study was to gain an in-depth understanding of what factors of the teacher supervision and evaluation process in a small, rural school district impacted the extent to which teachers learned and improved instructional practices. The case study explored if teachers in a small, rural school district experienced formative supervision practices that helped them learn or improve their teaching practices. Three implications emerged from the study. First, authentic leadership promotes teacher growth. Second, authentic leadership ensures empowered postconferences, and third, authentic leadership participates in walkthroughs to provide teachers with feedback. This study provides recommendations for future research, policy makers, rural superintendents, principals, and teachers. Policy makers need to revise legislative language in New York State Education Law §30-12d with the removal of independent evaluator observations of teachers. Superintendents of schools need to complete the Rural/Single Building School District Independent Evaluator Hardship Waiver to supersede the requirements that create burdens and/or hardships. Rural administrators need to model the way regarding formative supervision practices, such as walkthroughs to support teacher growth and development. Districts need to ensure that postconferences are a requirement of the teacher evaluation process. Finally, teachers need to assume responsibility of their own learning with the participation in collaborative learning walks with other teachers to learn and improve instructional practices.