Confronting Well-Learned Lessons in Supervision and Evaluation

Abstract

Supervision is supposed to improve classroom teaching by enhancing teacher thinking, rejection, and understanding of teaching. Evaluation systems are supposed to increase effective teaching behaviors and enhance teacher professionalism. Through the lens of symbolic interaction, we learn that "supposed to" does not matter. In a context of increased accountability-based evaluation systems of all kinds, principals and teachers need to Practice supervision and evaluation that facilitates meaningful adult learning.

Principals' Perceived Supervisory Behaviors Regarding Marginal Teachers in Two States

“…The theoretical underpinning for this study is supported within the literature concerning formative teacher supervision and gender's nexus with leadership styles (Guramatunhu-Mudiwa & Bolt, 2012;Nolan & Hoover, 2008;Northouse, 2012;Ponticell & Zepeda, 2004;Range et al, 2012;Zepeda, 2012a). Formative supervision is carried out by principals to coach teachers in their professional growth and build their capacity to deliver effective instruction (Range, Scherz, Holt, & Young, 2011;Sullivan & Glanz, 2000).…”

Principals’ Perspectives: Professional Learning and Marginal Teachers on Formal Plans of Improvement

“…Clinical supervision includes classroom observations and conferencing before and after observations (Glickman, Gordon, & Ross-Gordon, 2014;Sullivan & Glanz, 2013;Zepeda, 2017). Through this model of supervision, school leaders are able to give timely and specific feedback to promote teacher reflection (Schooling, Toth, & Marzano), wrestle with difficult problems in a fault-free environment that supports taking calculated risks (Ponticell & Zepeda, 2004), and receive honest feedback about performance (Danielson & McGreal, 2000;Kyriakides, Demetrio, & Charlambous, 2006). Teachers want principals who are present (Zepeda & Ponticell, 1998), who have built relationships based on trust (Tschannen-Moran, 2014), and who have at heart the teachers' best interest, wanting to see them improve with the appropriate supports.…”

Your H.E.R.O.: Thriving as an Early Intervention/Early Childhood Special Education Professional

“…Keeping in mind positive PsyCap brings with it increased work performance and job satisfaction ; program administrators, principals, EI/ECSE supervisors, and teacher mentors or coaches might find it useful to engage personnel in the activities outlined in the boxes. Although there are many different ways to facilitate professional growth, the important roles that collegial conversations and reflection play in effective supervisor-teacher relationships cannot be understated (Bernstein & Edwards, 2012;Blase & Blase, 2000;Ponticell & Zepeda, 2004;Watson, Gatti, Cox, Harrison, & Hennes, 2014 Hope, as defined by Snyder (2002), is "the perceived capability to derive pathways to desired goals, and motivate oneself via agency thinking to use those pathways" (p. 249). The personal capacity of hope involves setting a goal, identifying ways to achieve the goal, and pursuing the goals.…”