Personal Philosophy Of Supervision And Evaluation

As a student of education, I have been able to gather many ideas and opinions about practices and ideals I want to implement in my future classroom. My philosophies about education are still being formed and continually change with every class I visit and with every educator I encounter. My ideas, admittedly, come from random experiences and intangible texts, but as I gain more experience in the field through my courses, my philosophies about teaching will become more clearly defined. These few ideas I have now will undoubtedly be added upon as I enter student teaching and my professional career, nevertheless, they are concepts of which I hope to never lose sight.

Supervision theories and practices began emerging as soon as counsellors started to train other counsellors (Bernard & Goodyear, 2009). Several different theoretical models have developed to clarify and support counselling supervision. The focus of early models of supervision had generally been based on counselling theories (such as Cognitive Behavioural Therapy, Adlerian or client-centred), but these orientation-specific models have begun to be challenged as supervision has many characteristics that are different to counselling. Competency as a counsellor does not automatically translate into competency as a supervisor, and when supervisee/supervisor orientations differ, conflicts may arise (Falender &

INTRODUCTION: As a key part of our teaching and education training we need to develop knowledge and understanding of our roles, responsibilities and relationships within the teacher, student environment. I see this valuable to my progression and career development. The initial task was to produce a job description on my ideal job. Through research and reading, I was able to extend my knowledge and understanding of the importance to the following areas:

I see students as the next generations’ heroes in so many fields. In my vision, I have to inspire students and prepare them with confidence, knowledge, experience and skills. Which means I encourage, communicate, guide, teach, and assess students in order to enrich their infrastructures.

“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.

Throughout my time in Messiah College's Teacher Education Program, my beliefs, values, and knowledge of education have been challenged, reflected upon, and changed. Another way to state the latter is that my philosophy on education has been shaped by the experiences I have had within the education system at Messiah College along with surrounding school districts. The way in which teachers design curriculum and instruction have a direct correlation to the individual's philosophies of education. Having a philosophy provides teachers "with framework for broad issues and tasks, such as determining the goals of education, subject content and it organization, the process of teaching and learning, and, in general, what experiences and activities to stress in schools and classrooms" (Ornstein, 1991, p. 102).

Successful teaching occurs when the teacher is able to select the most efficient method for reaching out to each student’s individual style of learning and inspire students to rise to their highest potential. While the responsibilities of a teacher are extensive (as one can serve as a teacher, a friend, a counselor, a disciplinarian, an entertainer, a facilitator), I believe that students should play a big part in shaping own education as well.

A driving objective for a teacher is to affect students to advance their expertise in education by finding them the correct course. The teacher should promote positive motivation and inspiration by adhering to legislation and codes of practice which will increase every student’s focus in developing and bridging gaps to display eagerness towards a healthy broad mindset, creative thinking and brighter approach. A mentor should coordinate assessments which will reinforce the ability to perceive individuals’ abilities and knowledge progressions and moreover support them further to boost their learning capacity to acquire a well-established national standards skill set.

In order for education to develop within schools, we need to provide students with skills and knowledge to be successful in life and to enter the 21st Century workforce

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

My measurements of success are found in each and every student I teach. One of the most rewarding experiences I have had while student teaching, was watching a child’s face light up at the pivotal moment when they grasp a new concept or master a new skill. In fact, those “aha” moments are my motivators which feed my desire to look for better ways to ensure all students experience those same “aha” moments. As an effective teacher, I am determined and dedicatef to the continual process of researching, implementing, collecting and analyzing data to ensure I am improving upon the curriculum, instructional strategies, and assessment used in my classroom. Learning is a never-ending process. The better skilled I become as a teacher, the better the learning experience I can provide for my students. Therefore, the more I actively research, implement, and reflect, the greater the opportunity for giving my students the education they deserve and hopefully, the inspiration to pursue their own lifelong love of learning.

The teacher’s role is to value all of their learners as individuals and to treat them equally and to create stimulating and effective opportunities within the class that enable the development and progression of all students. The

It is this approach by the government, over the years, which has shifted the views on teacher professionalism. The erosion of creativity and autonomy reduces the need to reflect and as the ATL states ‘Review and reflection may be pointless in an environment where the teacher is or feels powerless to innovate, where decisions and changes are always imposed from above.’

As a teacher, one’s role and responsibility should be towards the learners’ ability to learn and for learning to be as tailored made for the individual learner.

Keeping that in mind, my goal is to empower students by using all four processes. As professionals, we must support students in attaining not only academic skills but also in developing the skills, knowledge, and attitudes they need to become caring and successful citizens.