Personal Philosophy Of Supervision And Evaluation

I believe that the fundamental goal of teaching is to provide a safe environment that allows students to meet their fullest potential in every aspect of their life. My job as an educator is to meet each child’s unique needs in a way that allows them to feel safe and secure to share ideas and take risks when it comes to their own education. I believe that as a teacher I should act as a guide to students’ learning rather than a dictator to it. I also believe that a child’s natural curiosity should direct their learning and impact what they choose to do. The final aspect that I believe is a must have in the classroom is a respect for all people and things. As a role-model for the students, I must show them how

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.

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:

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 &

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.

My ability to maintain an orderly environment enables students to be engaged in meaningful academic learning setting where high expectations will be met. My ability to provide constant feedback, redirect, and scaffold supports my high academic standards for all Houston ISD students. As an educator, one of my most vitals jobs is work to close the achievement gap. A key to this is setting high expectations for all students. My ability to assume responsibility for moving my students learning forward will ensure that high academic expectations for each student are met. I truly believe that my ability to motivate students, meet the needs of multiple learning styles, and manage a classroom that promotes academic success will support the high academic expectations for all Houston ISD

“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.

In this paper, I will be discussing my philosophy on educational values I have been exposed to, and believe are significant for student achievement. This will answer what I believe should be taught in terms of values, why these values should be learned by the students, and how I will manage to teach these values to the students. Student self-regulation and caring will be the values I will be discussing throughout my paper. These values have been presented to me in numerous courses at Messiah College and being able to

Teachers must hold high expectations for all of their students and recognize that all learners seek challenge, purpose, and affirmation. Students naturally want to learn and teachers must expect them to respond with investment, persistence, an opportunity to display their accomplishments and personal reflection. (Woolfolk, 2011). Teachers must connect new content with the knowledge scaffolding a student already possesses, in a way that encourages focused and engaged learning.

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

Upon completing the Philosophy Preference Assessment in Foundations of Curriculum and Instruction, the graph showed that my teaching beliefs are mostly Perennialist, peaking at Realist. I found the results accurate. My graph was represented best by Figure 1-6 and Figure 1-9. The former shows “strong structured (slanting down) or nonstructured (slanting up) orientation in your reported beliefs about schools”; the latter suggests “either an eclectic philosophy or a person only beginning to study his or her own philosophy.” While I agree with the assessment of my educational philosophies, I do not believe I subscribe strongly to any of the five philosophies, but, rather, I will employ certain elements from each.

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

It is my sincere hope that every student should look forward to coming into the classroom ready for new adventures and a whole new world of information every day. Education continually brings us new adventures just waiting for us to experience its wonder and possibilities. I believe that students, when presented with a wide variety of interesting lessons, can become interested and motivated in a way that they never have before.

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.