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
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
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
There are several assumptions or biases that influence my perspective on supervision and evaluation. I believe that problem-solving and critical thinking should be the most emphasized aspect in education. Teachers must prepare students to be leaders, innovators, and original thinkers in order for them to be successful in the world. I also believe that social and emotional curriculum should have a more prominent place in our education system. Students should have strategies for dealing with these
Wood & Thompson (1980) presented some guidelines for improved staff development by identifying important factors pertinent to adult learning. They advocated moving away from the traditional evaluation models that identify weaknesses in personnel and using prescribed in-service sessions instead as the way to eliminate the weaknesses. Their alternative approach is one of job-related training that provides for choice and alternatives, training that results in practice of skills, and opportunities for
Discrimination Model of Supervision By: Nashetta Rowell Ethics in Counselor Education and Supervision June 25, 2011 School counseling is a complex and demanding component of the counseling profession. With an increase of social and emotional stressors, children and youth of today face numerous challenges. These challenges ultimately affect children in school. With an increase of suicides, drug abuse, gang involvement, and violence amongst
Building Action Plan #1 - Final Reflective Essay Management, supervision, and evaluation of non-instructional personnel Introduction After careful review of my personal growth plan, one of the areas that I felt needed to master to become an effective leader, is the supervision of non-instructional personnel. Supervision of non-instructional personnel is as critical and valuable as instructional personnel to an educational leader. Qualified, effective, and efficient non-instructional staff plays
inspection is being established. At the meso-level, the municipality, it is the governing body (Schulpflege or Schulkommission or Schulrat), comprising local representatives and typically not professionals in education, that is responsible for the supervision of a single local school or several schools belonging to the municipality in most cases. At the micro-level, most recently within the last 10 years, principals are now in charge of schools in Switzerland. The status of school leaders, whether