Philosophy Of Supervision

As a teacher I am responsible for the evaluation of course work and all aspect of the learning process to gauge whether improvements can be made. Throughout the process I must make sure that the course is delivered with quality and professionalism and continually assess my own teaching style and course delivery. As a teacher I will need to evaluate the course and delivery throughout the course duration to enable continuous improvement of my teaching and the impact that it is having on my learner.

Teachers are demonstrating a greater knowledge of their content, and are teaching the same subjects for longer periods of times. The district level should require the teachers to implement a backwards design when creating their unit plans. The same grade level teachers from the parish will meet as a group to design the district test for each unit. This planning will help the teachers set their instructional objectives for their classes, and find additional resources to use during instruction. As a future district level supervisor, I believe, as stated in Standard 2, I have gained the knowledge and the understanding of curriculum design, implementation, evaluation, and refinement in order to help the teachers improve their student’s math

Key performance measures relative to this action plan are that our SIP will identify Marzano instructional practices on a yearly basis as a school-wide focus for implementation and/or improvement (strategy 3). Also, student growth meetings will be held each fall between school administrators and teachers and will revolve around students at risk of falling behind their peers and student sub-groups that may be collectively behind the total student population, thus closing the achievement gap (strategy 4). Building administrators will be proactive in arranging time for instructional rounds to facilitate professional growth among teachers.

At the end of the article Keene also points out that the way teachers handle and teach during class is what’s forcing theses harder to reach claims. The teaching ways show that not giving a challenge to the students makes it harder for them to achieve their goal and try to succeed in college.

should be a change to the curriculum that can be used through out every school system making it a

First of all, continual feedback allows teachers to self-reflect on best practices. For example, a teacher can target his/her areas of weakness in order to grow professionally and gain further insight of best practices. Another benefit, of teacher evaluations is higher student success rates. These, for example, are measurable through district assessments and state standardized assessments. If a teachers success rate has significantly improved through modification of practices, T-TESS has served its intended purpose. Finally, yet another benefit of teacher evaluations is the fact that the educator is an active participant in his/her evaluation process. For example, through goal setting, the educator is allowed the opportunity to decide where he/she want to grow. Through the evaluation cycle and the communication therein, the appraiser and educator both take greater responsibility in understanding and meeting established goals. Finally, at the end of the process, student growth is an indicator of a well-developed and integrated evaluation system. These are but a few of the many benefits reaped from an evaluation systems such as T-TESS (TEA,

1. Describe the abilities, skills and attributes you believe are necessary to be an outstanding administrator/supervisor. An excellent administrator must be able to effectively navigate the complexities of human interactions. They must be a clear and effective communicator capable of making tough decisions when needed.

Underscoring McCombs and Whistler’s statements, Noddings (in Knoell & Crow, 2014) emphasized that students make learning a higher priority and work harder for teachers whom they care about and perceive as also valuing their learning.

We have achieved at high academic levels with students demonstrating above average growth as measured

A telling issue in an educational environment is the lack of training in the correct

“Our educational goal [is] the production of caring, competent, loving, lovable people” . The students found in the schools across the United State are the future of America. They are the doctors, teachers, business people, lawyers and many other roles, that will be out in the workforce in the years to come. What they learn in school will impact them immensely; it is the responsibility of a teacher to give students the best education in order to ensure the common good of the future. It is essential for students to not only learn content matter, but also the skills to enable them to participate in a democracy. Due to standardized testing, the emphasis of education has become on score and rankings rather than learning. A standardized test does not look at the whole student, the scores provided are on a very narrow aspect of education. In the classroom, there are countless ways for teachers to assess the student as a whole person not as just a score. Standardized tests scores should not be the sole criteria for determining a student’s academic achievement.

A good supervisor will inspire, challenge, and motivate their employees. In addition, a supervisor has the ability to stay focused and is able see the big picture. However, one could possibly argue that the best quality that a good supervisor must possess is the skill to recognize the potential in others. Nevertheless, the most important skill a supervisor must possess is the ability to help those around realize their own potential.

3. Principal Frank questions the efficacy of the NCLB accountability system. Compare and contrast the use of AYP ratings compared with individual student growth rankings. Which might be the best way to go in terms of the students, parents, and the community?

Assessment enables educators to provide feedback to their learners, this in turn promotes self-evaluation by the learner, as they use the assessment feedback to scrutinise and make judgements about the quality of their work (Spiller, 2009:6 & 7).

"We may exhibit an admirable command of content, and possess a dazzling variety of pedagogical skills, but without knowing what 's going on in our student’s heads, that knowledge may be presented and that skill exercised in a vacuum of misunderstanding."