The Supervision And Evaluation Of Teachers

The History and Implementation of Teacher Supervision and Evaluation Hoskins (1987) advocated that the process of teacher evaluation is multilayered and is affected by several complex and continually changing variables. The evaluation of teachers’ classroom performance has evolved tremendously over the last 100 years. Teacher evaluation has transformed along with emerging research pertaining to the role of teachers, effective teaching, and theories of student learning (Ellett & Teddlie, 2003). Regardless

will identify my personal philosophy of supervision and evaluation. Currently I have been in the educational system for 15 years. Throughout this experience, I have endured multiple variations of supervision styles and evaluations. Some of the supervision styles / evaluation processes have proven to be positive while others have not. Even though some of the styles have not proven to be beneficial to my teaching career, or build my capacity as a teacher, all of these experiences have helped to

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

The Role of Supervision and Appraisal in Evaluation And Development of Teachers by: Loveleih G. Quemado One of the most significant issues in the field of education is the importance of supervision and appraisal. The high levels of expectation about teachers’ performance and their constant monitoring from administrators have been brought about by rapid changes in educational trends that need assurances about the effectiveness of the educational organisation to deliver services. The controversy

The Role of Supervision and Appraisal in Evaluation And Development of Teachers by: Loveleih G. Quemado One of the most significant issues in the field of education is the importance of supervision and appraisal. The high levels of expectation about teachers’ performance and their constant monitoring from administrators have been brought about by rapid changes in educational trends that need assurances about the effectiveness of the educational organisation to deliver services. The controversy

Initially, education was not recognized as a professional discipline or field of study. Teachers were considered community servants instead of professional educators. Local government officials and members of the clergy were responsible for hiring teachers and making judgments about their teaching abilities. It was believed that clergymen were the best choices for this role due to their extensive levels of education and their alleged ability to guide religious instruction in schools (Tracy, 1995)

History of Teacher Observation and Evaluation Initially, education was not recognized as a professional discipline or field of study. Teachers were considered community servants instead of professional educators. Local government officials and members of the clergy were responsible for hiring teachers and making judgments about their teaching abilities. It was believed that clergymen were the best choices for this role due to their extensive levels of education and their alleged ability to guide

transforming of teachers’ practice through effective continuing professional learning is paramount (Hattie, 2003). Dinham (2012) proposes that quality teaching is vital in terms of equity in allowing all students to improve their life chances, the processes of supervision and appraisal are crucial in enabling individuals to undertake self-reflective learning that leads to improved teacher practice and better student outcomes. Jensen (2010) states that “improving the quality of Australia’s teachers will create

assessments, the effective teacher has many responsibilities. To become an effective teacher, one must demonstrate a variety of practices, and they must continue to increase their knowledge of the craft as they gain practical experience. To begin, teachers must be prepared to educate. A solid education in teaching practices, classroom management, and subject material is the foundation effective teachings. Of course, experience can increase teacher effectiveness, but first-year teachers can be effective

Glickman, Gordon and Ross-Gordan (2014) wrote, "Like schools, supervision can be conventional, congenial, or collegial. Throughout most of its history supervision has operated from within a conventional paradigm (world-view), attempting to control teachers ' instructional behaviors. Based on what we know about successful schools, the time has come to move from conventional schools (still dominant in the United States) and congenial schools (less prevalent throughout the nation) toward collegial