TEACHER SUPERVISION AND EVALUATION

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TEACHER SUPERVISION AND EVALUATION
A Synthesis by Marvelous F. Cabual Ed 129 2009
Student
Alice Fe D. Lavina, Ed. D., Ph. D. Course
Professor
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COMPONENTS OF INTEGRATED SUPERVISION AND
EVALUATION
Goal Setting
Evaluation Tool and Instrument
Supervision and Techniques Styles
Focused Assistance
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Teacher Supervision and Evaluation Model
Professional Development
School/Facility Improvement
Shared Goals INCREASED SUCCESS FOR THE STUDENTS
Supervision and Evaluation
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The shared goals of all these areas are increased
success for the students that the educators
served. The figure shows that students success
should always be the focus of educator evaluation
and supervision, staff development and
school/facility improvement.
All educators regardless of their experience or
success need to be supervised and evaluated in a
meaningful way because total school/facility
growth is cyclical model. If administrators want
their school/facility to grow, they must assess
educators provide high quality staff development
and link evaluation process and professional
development plan to school/facility improvement
goals. If there is a weak link in the cycle, the
other links will suffer.
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Connecting the Dots Supervision, Staff
Development, and Teacher Evaluation
Supervision
Teacher Evaluation
Staff Development
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Supervision is Not a Linear, Lockstep Process
Supervision which aims to foster the
professional growth of teachers cannot be reduced
to a lockstep, linear process with a fixed
beginning or end. The processes involved in
supervision, staff development, teachers
evaluation and the like must be cyclical and on
going. There is a continues cycle, with each
cycle informing future cycles and identifying the
activities needed to help teachers meet their
learning objectives. Staff development and
teachers evaluation must be link to supervision.
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Linking Instructional Supervision, Staff
Development and Teacher Evaluation
Coherence is what holds the firm together. It
is the glue that binds the various pieces,
enabling them to act as one. It includes a broad
range of processes. It begins with a shared
vision and shared of set values, and expands to
include numerous linkages across the company.
(Pasternack and Viscio)  
This shared vision and set of values link
supervision, staff development, evaluation and
other learning opportunities, but more
importantly, relates and unifies them. Woven
together in a holistic way, learning
opportunities follow their own course while
contributing to the overall development of the
faculty and the school.
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Unifying Instructional Supervision, Staff
Development, and Teacher Evaluation
Cycles of supervision Pre-observation Observatio
n Post-observation
Cycles of peer Directed/Initiated Differentiated
forms of supervision
and auxiliary Processes for Extended growth
Coupled with
with
Mentoring Coaching Study groups
Learning clusters
Individual Goal setting

• Staff Development
• Action research
• Self-directed
• Problem-based

Linked to
and
Evaluation
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Unifying Instructional Supervision, Staff
Development, and Teacher Evaluation
Cycles of supervision Pre-observation Observatio
n Post-observation
Cycles of peer Directed/Initiated Differentiated
forms of supervision
and auxiliary Processes for Extended growth
Coupled with
with
Mentoring Coaching Study groups
Learning clusters
Individual Goal setting

• Staff Development
• Action research
• Self-directed
• Problem-based

Linked to
and
Evaluation
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Cycles of Supervision
a meeting between the teacher and
evaluator to determine the context of the
observation the purpose of data collection.
Pre-observation
Observation
the evaluator will conduct the
observation, typically in the teachers
classroom. A written summary is prepared and
shared at the post-observation.
a meeting between the teacher and
evaluator to collaboratively discuss the
observation. Descriptive feedback is provided
to the teacher.
Post-observation
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Differentiated Supervision
Glatthorn (1997) describes differentiated
supervision as an approach that provides teacher
with options about the kind of supervisory and
evaluative services they receive.
Differentiated Approach offers 3 supervisory
choices for teachers
1. Intensive Development a systematic,
sequential and cyclic supervisory process that
involves the interaction between supervisors and
teachers
2. Cooperative Development a process of
fostering teacher growth through systematic
collaboration with peers.
3. Self-directed Development the individual
teacher works independently on a program of
professional growth.
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We know what we are but not what we may be
(Shakespeare)
Staff development is any activity or process
intended to improve skills, attitudes,
understanding or performance in present or future
roles (Fullan, 1990)
The only way were going to get from where we are
to where we want to be is through staff
development...
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EVALUATION
- a formal process of gathering information
over a period of time and the application of
reasoned professional judgement by an evaluator
in determining whether one or more aspects of the
teaching of a teacher exceed, meet or not meet
the teaching standards.
Evaluation Accomplishes two things

• It ensures quality teaching
• It promotes professional learning

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Teachers professional growth must be
intrinsically motivated.
Professional growth in a teacher does not occur
merely because that teacher has been told or
shown how to change. Change will occur only when
the teacher has inwardly determined that change
is desirable and possible, and where a working
environment rich in professional resources,
mutual respect and appreciation exists.
Instruction improves only when teachers have been
empowered to make changes in their own
professional life.
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Professional Development Plan

• The teachers professional growth goals
• 2. The professional development activities
  necessary to support achieving the goals
• 3. The necessary administrative support promised

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Self-evaluation is a prerequisite to
professional growth.
No matter how much the leader is convinced that
teacher needs to improve, that improvement will
not occur unless the teacher comes to a similar
in his or her own mind.
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Self-evaluation Tool
- to identify areas of improvement
- to compare personal perceptions of
performance with results of evaluation
- to assist in developing a professional growth
plan collaboratively with ones supervisor
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You cant figure out where you are going if you
dont know where you are
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REFERENCES
Development Tool for Every School
  http//www.educationworld.com/a_admin/admin/ad
min297.shtml Education Twin of Excellence by
Alice Fe D. Laviña, Phil ACEA, 2008   Evaluation
Handbook http//info.dhhs.state.nc.us/olm/manuals
/dei/eval/man/eval handbook.htm5C Leadership
Updates http//search.yahoo.com/search?pEvidenc
eofTeachergrowthin TeacherSupervisionande
valuationvcfryfp-t- 501toggle1copmsseiU
TF-fp ipPH The Principal as Instructional
Leader A Handbook for Supervisor by Sally J.
Zepeda http//books.google.com.ph/books?idrGY4GQ
bSNIsCpgPA60Ipg PA60dqLinkingTeacherSuperv
isionandEvaluationtoLearning sourcebIotsNx
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5QO6SsKqHcGAkQXAi7TiBQsaXoibok
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THANK YOU!!!