1 TEACHER SUPERVISION AND EVALUATION A Synthesis by Marvelous F. Cabual Ed 129 2009 Student Alice Fe D. Lavina Ed. D. Ph. D. Course Professor 2 COMPONENTS OF INTEGRATED SUPERVISION AND EVALUATION Goal Setting Evaluation Tool and Instrument Supervision and Techniques Styles Focused Assistance 3 Teacher Supervision and Evaluation Model Professional Development School/Facility Improvement Shared Goals INCREASED SUCCESS FOR THE STUDENTS Supervision and Evaluation 4 The shared goals of all these areas are increased success for the students that the educators served. The figure shows that students success should always be the focus of educator evaluation and supervision staff development and school/facility improvement. All educators regardless of their experience or success need to be supervised and evaluated in a meaningful way because total school/facility growth is cyclical model. If administrators want their school/facility to grow they must assess educators provide high quality staff development and link evaluation process and professional development plan to school/facility improvement goals. If there is a weak link in the cycle the other links will suffer. 5 Connecting the Dots Supervision Staff Development and Teacher Evaluation Supervision Teacher Evaluation Staff Development 6 Supervision is Not a Linear Lockstep Process Supervision which aims to foster the professional growth of teachers cannot be reduced to a lockstep linear process with a fixed beginning or end. The processes involved in supervision staff development teachers evaluation and the like must be cyclical and on going. There is a continues cycle with each cycle informing future cycles and identifying the activities needed to help teachers meet their learning objectives. Staff development and teachers evaluation must be link to supervision. 7 Linking Instructional Supervision Staff Development and Teacher Evaluation Coherence is what holds the firm together. It is the glue that binds the various pieces enabling them to act as one. It includes a broad range of processes. It begins with a shared vision and shared of set values and expands to include numerous linkages across the company. (Pasternack and Viscio) This shared vision and set of values link supervision staff development evaluation and other learning opportunities but more importantly relates and unifies them. Woven together in a holistic way learning opportunities follow their own course while contributing to the overall development of the faculty and the school. 8 Unifying Instructional Supervision Staff Development and Teacher Evaluation Cycles of supervision Pre-observation Observatio n Post-observation Cycles of peer Directed/Initiated Differentiated forms of supervision and auxiliary Processes for Extended growth Coupled with with Mentoring Coaching Study groups Learning clusters Individual Goal setting
Linked to and Evaluation 9 Unifying Instructional Supervision Staff Development and Teacher Evaluation Cycles of supervision Pre-observation Observatio n Post-observation Cycles of peer Directed/Initiated Differentiated forms of supervision and auxiliary Processes for Extended growth Coupled with with Mentoring Coaching Study groups Learning clusters Individual Goal setting
Linked to and Evaluation 10 Cycles of Supervision a meeting between the teacher and evaluator to determine the context of the observation the purpose of data collection. Pre-observation Observation the evaluator will conduct the observation typically in the teachers classroom. A written summary is prepared and shared at the post-observation. a meeting between the teacher and evaluator to collaboratively discuss the observation. Descriptive feedback is provided to the teacher. Post-observation 11 Differentiated Supervision Glatthorn (1997) describes differentiated supervision as an approach that provides teacher with options about the kind of supervisory and evaluative services they receive. Differentiated Approach offers 3 supervisory choices for teachers 1. Intensive Development a systematic sequential and cyclic supervisory process that involves the interaction between supervisors and teachers 2. Cooperative Development a process of fostering teacher growth through systematic collaboration with peers. 3. Self-directed Development the individual teacher works independently on a program of professional growth. 12 We know what we are but not what we may be (Shakespeare) Staff development is any activity or process intended to improve skills attitudes understanding or performance in present or future roles (Fullan 1990) The only way were going to get from where we are to where we want to be is through staff development... 13 EVALUATION - a formal process of gathering information over a period of time and the application of reasoned professional judgement by an evaluator in determining whether one or more aspects of the teaching of a teacher exceed meet or not meet the teaching standards. Evaluation Accomplishes two things
It ensures quality teaching
It promotes professional learning
14 Teachers professional growth must be intrinsically motivated. Professional growth in a teacher does not occur merely because that teacher has been told or shown how to change. Change will occur only when the teacher has inwardly determined that change is desirable and possible and where a working environment rich in professional resources mutual respect and appreciation exists. Instruction improves only when teachers have been empowered to make changes in their own professional life. 15 Professional Development Plan
The teachers professional growth goals
2. The professional development activities necessary to support achieving the goals
3. The necessary administrative support promised
16 Self-evaluation is a prerequisite to professional growth. No matter how much the leader is convinced that teacher needs to improve that improvement will not occur unless the teacher comes to a similar in his or her own mind. 17 Self-evaluation Tool - to identify areas of improvement - to compare personal perceptions of performance with results of evaluation - to assist in developing a professional growth plan collaboratively with ones supervisor 18 You cant figure out where you are going if you dont know where you are 19 REFERENCES Development Tool for Every School http//www.educationworld.com/a_admin/admin/ad min297.shtml Education Twin of Excellence by Alice Fe D. Laviña Phil ACEA 2008 Evaluation Handbook http//info.dhhs.state.nc.us/olm/manuals /dei/eval/man/eval handbook.htm5C Leadership Updates http//search.yahoo.com/searchpEvidenc eofTeachergrowthin TeacherSupervisionande valuationvcfryfp-t- 501toggle1copmsseiU TF-fp ipPH The Principal as Instructional Leader A Handbook for Supervisor by Sally J. Zepeda http//books.google.com.ph/booksidrGY4GQ bSNIsCpgPA60Ipg PA60dqLinkingTeacherSuperv isionandEvaluationtoLearning sourcebIotsNx RkINMsysig1YDDwCrTTIy2xBn4VK7BO5kIwv hIenei 5QO6SsKqHcGAkQXAi7TiBQsaXoibok resultctresultresnum9vonepagegffalse 20 THANK YOU!!!
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