Supervisor's Feedback

In everything we do, even if it is our best performance, there is always room for improvement. It could not be different in a career such as teaching. Teachers are always self-reflecting to analyze and evaluate their own teaching methods in order to find out what works and what needs to improve. With this information in hand, teachers can come up with strategies to improve certain areas of their teaching. There are many tools teachers can use to self-reflect. As a teacher, I will continually evaluate the effects of my professional decisions and actions on students through self-reflective journals, video recordings, students’ formal and informal assessments, peer support, student and parent evaluation, and suggestion box.

The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing

Teaching is an extremely important profession as we are responsible for training up the future generations of our community, country and in effect, the world. In order to be a successful and effective teacher there are some basic skills and competencies that one must possess. The experiences that students have inside (and outside) our classrooms, schools and various other institutes will shape and mould their approach to our subjects and to life in general. Therefore, it requires a certain level of skill and training to be deemed professionally fit to enter into this career path and even then, continuous

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,

When I was gaining my Bachelor’s Degree, the key statement throughout my journey through the education program was “I will continue to be a lifelong learner.” As I finalized this program I have reached this goal, and this will continue throughout my journey as a teacher as I become involved with more and more school and district based county activities through which I can use the theories, methods, and strategies I have learned throughout this program. In general, it is best, as Goldhammer (69) stresses, to avoid critical dissection of teaching. Too much criticism and

Transitioning from student to teacher can leave future educators questioning if they are truly prepared to enter into the classroom for the first time. Perhaps most feel confident about the training they received over the principles and procedures that will help prepare them but what happens once they leave the comfort of their mentor teachers and venture off into their career. Often beginning teachers encounter problems related to teaching, students, and the school environment. Unfortunately, a number of them will leave the profession within three to five years due to negative experiences. The ones who choose to stick it out typically will seek ways to enhance what they learned during their teacher preparation courses.

In 2015 I underwent my first practical placement at Bombala High School teaching in English and Drama 7-11; throughout this practical experience I developed all skills in teaching and confidence in front of the classroom. My second practical experience in 2016 at Cootamundra High School I aimed to refine my skills in these curriculum areas and as a teacher in general. Cootamundra is a mixed ability and mixed cultural and economic background high school located in the Riverina. Throughout my experience I sought feedback from a range of teachers and from the students that I taught. Valuing student feedback as well as feedback from fellow teachers was a lesson learnt from one of my fellow staff members at Bombala High School.

Last year, I worked as a Mechanical Development Engineering Co-op at Mercury Marine. Based on the final supervisor evaluation at Mercury, following are the three areas I would like to focus on while my time here at Cummins:

On the other hand, after deeply analyzing the real purpose of supervision, altering the way teachers think about supervision will be a challenge. The teacher evaluation system is not effective because supervisors lack in using supervisory behavior as reflecting, encouraging, clarifying and listening. Furthermore, how supervisors can maintain rapport with teachers if teachers perceive them as people who control their destinies? The remaining questions maintain unanswered. Will I, as a future supervisor, be able to implement the supervisory behaviors as a process of teaching and

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

Ideally, when I graduate, I would like to enter the credential program at Cal Poly Pomona. As an English Education major, I feel like this is the next logical step for me as I seek to move forward on my path of becoming a teacher. The opportunities that await me in the credential program truly excite me because I have always found my studies of English Education to be very rewarding and purposeful. I have found this to be especially true now because I am currently in the process of conducting observation hours at local high schools in Pomona as part of my English Education curriculum. When I am in the classroom, I immediately feel a sense of joy, purpose, and productivity. Outside of the classroom, I do have experience teaching as a leader for a club on campus; I am a Woman’s Bible Study Leader for Cal Poly Cru and I have found this experience of teaching college students to be the most exciting, challenging, and rewarding experience I have ever had the pleasure of being a part of. It can become overwhelming as doubts and deadlines tend to sneak in on me from time to time, but I know that being a teacher is worth every ounce of pressure because of the positive impact that a teacher has the ability to make on a student. There is an incredible statistic that states that “On average a teacher affects 3,000 children over the course of their career” (Bickley). This opportunity stirs my heart like nothing else because when I was in high school, I had an incredible teacher named

“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.”

According to Danielson (2011), “a framework for teaching offers educators a means of communicating about teaching and allows those conversations to guide novices as well as to enhance the performance of veterans” (p. 6). Informal and formal observations give teachers great opportunities to get feedback about how instructional efforts can be effective. In addition, Darling – Hammond (2013) underlines that “evaluation process supports reflection on practice, collaboration with colleagues in a meaningful way, and improvement of student learning” (p.50). Growth Through Learning Module 1 defines both formal and informal observations as tools to evaluate teacher practice. Moreover, observations are ways for evaluators to collect evidence about teacher professional practice (http://growththroughlearningillinois.org).

When I think about teachers that I have had in the past, several different ones come to my mind. Each of these educators stands out in my mind for a variety of diverse reasons. Whether it is their sense of humor, their tactfulness, their love of the subject matter, their fanatical and sporadic behavior, or their yearning to be childish themselves, I can still remember at least one quality of every teacher I have ever encountered. Every one of these teachers conveyed subject material to their students just as they were educated and employed to do. However, I trust that every professional in the world has an abundance of opportunity for improvement; teachers could discover and improve themselves merely by having

A national survey completed by The Teachers Network in 2010 of 1,210 teachers in urban and rural schools revealed that high quality teacher training improved their effectives and new teacher retention. An overwhelming amount of teachers who participated in the survey commented that high quality pre-service teacher training programs lack a curriculum that supports the needs and environment of local schools and districts. Numerous teachers voiced the importance of early and frequent clinical experiences to better prepare them for them effective teaching. Teachers also suggested an apprentice program for new teachers, “If that first year, instead of being thrown into a classroom by yourself, you were thrown into an apprenticeship where you still were paid and had benefits [like other teachers], you could be in a room with somebody else [who was more accomplished and could guide you].”