“…Mette and colleagues posited that supervision is formative for the purpose of "professional growth" and evaluation is summative for the "assessment of performance" and should factor into administrative and employment decisions (Mette et al, 2017, p. 710;Mette et al, 2020;Mette & Riegel, 2018). Recent research has documented the conflation of evaluation and supervision specifically within teacher education (Burns & Badiali, 2015;Glickman et al, 2014;Palmeri & Peter, 2019) and found that tensions exist for PST supervisors between these tasks (Burns & Badiali, 2015;Capello, 2020). Unfortunately, recent federal and state accountability policies and frameworks for in-service teachers and PSTs such as Race to the Top, ESSA, the Danielson framework, the Marzano framework, and edTPA have created an educational culture that emphasizes high-stakes evaluation over instructional supervision to foster teacher growth (Burns & Badiali, 2015), conflates formative and summative feedback (Mette et al, 2020), and forces supervisors into evaluative roles (Mette et al, 2017) even though an undue supervisory focus on evaluation is detrimental to building relationships with PSTs, risk-taking, meaning making, and PST growth (Burns & Badiali, 2015;Ochieng' Ong'ondo & Borg, 2011).…”