Supervision And Evaluation : Two Things Essay

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 &

When looking at District Report Cards all we usually hear about is student data, not realizing that there is also teacher data reported in this document. Looking over the data as a whole the schools are pretty similar in teacher data. Attendance was at between 93% and 94%, while teacher-students ratio per 1000 students was lower than the state average in all schools. Teacher’s average pay was within $5000.00, MCSD was the lowest at $52,000.00 and CCSD being the highest at $57,000.00. Looking at teacher and principal evaluations YCSD and MCSD had no teachers with an Effective evaluation, the highest percentage of teachers fell under Accomplished in evaluations. As for principals YCSD and MCSD principals were either Accomplished or Skilled, the majority were Skilled, in all Districts. As for CCSD, they had no one Accomplished, but they did have Developing and Effective.

The intensive supervision programs are very similar to those programs utilized within standard probation and parole (Latessa & Smith, 2011). The difference is mainly the amount of control, supervision, as well as the application of the programs. The use of intensive supervision programs began in the mid-1900s in California with an emphasis on the rehabilitation of the offenders. In the 1980’s the programs become widely used to reduce prison populations with a shift in the focus away from rehabilitation to deterrence, control, and supervision taking the forefront (Lowenkamp et. al., 2010).

Effective supervision requires establishing different levels of supervision in order to know which offenders need closer supervision from those who require less supervision (Alarid & Del Carmen, 2012). Generally, the supervision of offenders is categorized into three or four levels: maximum, medium and minimum or maximum, high, standard, and administrative (Alarid & Del Carmen, 2012). The administrative level is for probationers or parolees who have committed minor offenses, satisfied financial responsibilities, and been in compliance for two years (Alarid & Del Carmen, 2012). Probationers and parolees on the administrative level do not require a personal visit or personal contact with the officer (Alarid & Del Carmen, 2012). Individuals on the administrative level are required to call in and leave a voicemail or mail in a residence verification and employment document (Alarid & Del Carmen, 2012).

“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 policies guide professional practice. By developing policies, agencies determine appropriate courses of action to aid individuals in applying a set of procedures in a systematic and equitable manner. My essay describes the Spotsylvania County Public School’s (SCPS) policy on Teacher Evaluation and traces its roots through the various levels of regulatory entities. In order to provide a rich context, pertinent case law and applicable literature in terms of the topic is also presented within the essay.

Just like this week’s content, my school is a “mixed bag” of evaluations. First, we have our Head Start Program, which is federally funded, so they have their own evaluations. These evaluations consist of “board members” coming in to evaluate/assess the teacher and classroom as well as meetings that the teacher and her paraprofessional have to attend every other month. These meetings help them focus on the current curriculum that their program has in place to ensure that the program is doing what it is meant to do.

The list of failing schools in Arkansas was released and not one actual teacher had any comments on the release. Fixing public education always begins from the top and then works its way down to the bottom, where the actual results come from. The school itself has to prove to everyone about them that they are improving. However, every child is different, which is why grades don’t necessarily reflect accurately what children have learned nor does it reflect the real progress they have made. All students are different and all teachers grade differently, along with several other variables than come into play during the grading process. Education reform has already hit a dead end and they are trying to fix it with standardized testing. Standardized

From my previous experience, I found that supervision can help significantly to improve my professional practice in work with families, especially with complex cases. Therefore I highly value a regular and structured supervision in the workplace in order to be able to reflecting on and learning from the practice.

Many emergency licenses have been granted to people across the state to fill positions in need, especially in rural areas. There has also been a movement to hire “community experts” in place of skilled, qualified teachers who possess at minimum a four year degree in the areas of teaching and learning. This book offers many arguments against ways in which North Dakota’s Department of Public Instruction and Education Standards and Practices Board is proposing adjustments to aid this crisis. It has been quoted by a board member on the Teacher Shortage Task Force that “someone is better than no one” in the classroom. Andy Hargreaves and Michael Fullan would argue that North Dakota could have a greater return on Professional Capital making greater investments in education by finding strategies to retain its current teachers and perhaps offering incentives to potential prospects entering the field. Political leaders must demonstrate a greater respect for teachers, instead of settling on a solution where teachers are left feeling as though their leaders and the public are comfortable filling their positions with unqualified community

Many organizations and establishments have philosophies in how an organization is to be functioning and which positions are necessary to execute the plan. One of the crucial positions that make the establishment function is that of a Supervisor. The term supervisor is a word with Latin roots which means “to look over,” however, a supervisor is viewed as a person who is an immediate overseer to an employee at a workplace. The supervisor is the person an employee would directly report to for any work related situation. A supervisor plays an essential part of the management team that gives an organization purpose and leadership by being responsible for employees’ progress and productivity (Bittel & Newstrom, 1992).

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

In earlier days, the supervisor was the person in charge of a group of towrope pullers or ditch diggers. That person was literally the “fore man,” since he was up forward of the work crew. His authority consisted mainly of chanting the “one, two, three, up” that set the pace for the rest of the workers. In Germany, the supervisor is still called a vorarbeiter (“fore worker”); in England, the term charge hand is used. Both terms suggest the lead-person origin. The term supervisor has its roots in Latin, where it means “looks over.” It was originally applied to the master of a group of artisans. Today, the supervisor’s job combines some of the talents of the “foreman” (or leader) and those of the “master” (skilled

Problem employees inevitably surface in most workplaces and sometimes employers need to counsel their employees and on occasions employers must discipline the employee. In an organization top-management often formulate the standards that supervisors must use when they have to deal with problem employees. A supervisor must have the skills required to organize, staff, lead, and control which includes the ability and talent required to deal with problem employees.

“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.”