Evaluation And Observation Of A Teacher Essay

The theoretical thoughts around supervision come from the student and teacher, the supervisee learning from the supervisor. The apprentice learning from the master of the trade.

As a practicing teaching, it is responsibility to create and maintain a safe and supportive learning environment for students. Whilst on professional experience at a local school in Cairns, I taught a series of lessons (artefact 4) for a year 8 Health and Physical Education class. In order to effectively teach each lesson, I had to manage the classroom activities and challenging behaviours. I used the ten micro-skills for classroom management to not only manage students’ behaviour but also ensure inclusive student participation and engagement.

I observed the preschool classroom of Ms. K. Today was a smaller group, as several children are on vacation. This is a new facility and just the host teacher was in there at this time. I came into the classroom at 8:00 and left at 9:00. I spoke with the host teacher before and after the observation for feedback, which I felt was beneficial to both her and me. I observed the children during inside for 20 minutes. I observed the children during outside play for 40 minutes.

This assignment will critically reflect and analyse a microteaching session I presented to my peers in a clinical placement regarding Nursing management of chest drains. I will define reflection; teaching, learning and the rationale for choosing this topic will be clearly outlined in this paper. The preparation, planning, implementation and evaluation will also be incorporated. This assignment will be structured using Gibbs (1988) reflective model cited in Modular Training Course, 2003 because of its simplicity. Analysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a joint practitioner outlining areas of personal, professional growth, identifying my strength, weakness

The function of assessment in learning and development is to provide a measure for the learners progress.

Assessment is all about making judgements. A major argument for involving students in self and peer-assessment is that it helps them to develop the ability to make judgements, in particular about themselves and their work. This is an important life skill as well as an academic one.

“The principal must communicate a clear vision of instructional excellence, provide feedback to teacher through both the informal and formal processes of supervision and evaluation, and, finally ensure continuous professional development consistent with the goal of high student achievement for all students” (DiPaola and Hoy, 2014, p. 20). Supervision of teachers is a major responsibility for principals and it has a significant impact on school climate and student achievement. The supervisory process itself is very complex and requires principals to differentiate supervision styles from teacher to teacher. The purpose of this paper is to describe my first supervision experience that took place during the Fall 2016 semester at Rural Retreat High School.

Educational leadership has changed and evolved through the years as a result of dramatic changes in the school culture, student demographics, environment, science, technology, and economy. Given the complexity and unpredictability of the demanding challenges to educate all children, prospective school leaders may find it desirable to define their own beliefs about instructional supervision and evaluation as they prepare for the rigor of school leadership practice. While enacting supervision, a supervisor is guided by certain values, assumptions, beliefs, and opinions that support the purpose and process of supervision (Sergiovanni & Starratt, 2006). This can be described as the supervisor’s

If you are looking for a class to meet both a general education and a diversity requirement class I’d recommend taking Sociology 268. The class, Race and Ethnicity, is an introduction course taught by Professor Kristina Cantin. I am going to evaluate this professor based off of five criteria: subject knowledge and passion; setting high standards and clear classroom objectives; ability to create a sense of community within the class; professor accessibility; and mutual respect.

The clinical supervision model for conducting observations has been used in the education field for decades. Clinical supervision involves a teacher receiving information from an administrator, colleague, peer coach, or mentor, who has observed the teacher's performance and who serves as both a mirror and a sounding board to aid the teacher in critical examination of a specific aspect of their instruction and possibly alter his or her own professional practice. Clinical supervision is an instruction improving tool in which a high degree of mutual trust and commitment to growth is required on the part of the teacher and observer. The structure of a clinical observation cycle includes

The paper will examine and appraise a teaching session that I planned and implemented as a nursing student on a cardiology ward, in the form of a reflection what? So what? Now what? (Bortons, 1970). The aim of the teaching session is to provide up to date and relevant information to enable individuals to make an informed choices on there nutritional intake.

My passion for teaching will continue from a different perspective now. One gain from the supervision cycle is that I now place a higher value on listening and discussing with teachers. I often would ask myself if being a principal is what I want to be, but this great experience has confirmed for me that helping others and seeing them grow is my passion. Glickman, Gordon, and Gordon-Ross (2014) define the clinical supervision cycle as assistance for the enhancement of teaching and learning (Glickman et al., 2014, p. 9). The goal of clinical supervision is to foster teachers’ learning skills, improving instruction and student learning. Therefore, I do want teachers to feel I am there to support them in all aspects through the collaboration based on their individual needs. This experience makes me think that I will always be a teacher and I will always be a learner with teachers; the same way teachers work with students. I want them to be open with me so that together we can implement changes in the least restrictive way possible. I look forward to practicing the clinical supervision cycle with teachers the coming year. I have enjoyed and learned so much in this experience, but one thing stays in my heart is the fact that teachers aim for constructive feedback, this allows many positive opportunities. As I listened to Ms. Aguilar during the post conference, I realized that feedback provides a foundation for a positive teacher- supervisor relationship. By providing appropriate feedback, the teachers understand that the supervisor is genuinely concerned about their growth. This component also enhances a teachers’ self-efficacy and provides an avenue for motivation. The ultimate goal of supervision is for teachers to improve their knowledge and skills in order to make schools a more efficient and effective learning community for all

In this article “Controlling the Work of Teachers” by Michael W. Apple. Apple believes, that teachers are doing more work because of the curriculum and that is not fair. The curriculum is designed by people who are paid and not educators. So, the creators of the curriculum has no idea of what it is like, to be a teacher. Making the designer of the curriculum be someone who has a true interest in education, would help improve the learning environment. Those being in control of the curriculum, that have no interest in education is a form of control, that many may not notice but, some view it as heading towards professionalism.

“There is an unequivocal correlation between student achievement and teacher quality.” Direct supervision and evaluation of teachers should effectively address teacher quality, and thereby effect student learning and achievement. Bret Range, an associate professor of educational leadership at the University of Wyoming has written two papers and maintains a blog related to teacher supervision. His research indicates, “the key to teacher development lies within well-planned teacher supervisory activities.”

I believe education is one of the most important tools a person can have in life. Every child deserves to receive the best education possible.  It has always been my passion to help each child discover their individual God given gifts and talents and to reach their full potential.