The Final Take Home Exam

Final Take Home Exam is due on July 5 at 8:00 pm. This can be submitted in person or electronically (e-mail to jimjeff@andrews.edu) in either Wordperfect or Word format.

Dr. Hibbert, the district supervisor, sees Jill as a marginal performer who may lack the maturity to be an acceptable classroom teacher. As Jill's supervisor, he has noted Jill's lack of motivation to try innovative new teaching strategies, and to be an active participant in classroom discussions.

For her part Jill, has been reluctant to try new teaching models and methods, and tends to be reluctant in her approaches to teaching. Jill has been quick to negatively judge students’ performance, does not see the connection between her own negative teaching styles and lack of student motivation, and considers herself an adept class­room manager

Sadly, teacher evaluation systems are deemed by most school administrators and teachers to be extremely stressful, of little or no value, and a barrier to high staff morale. Jill believes this also.

In the context of this case study, explain how the following questions relate to the whole process of supervision and evaluation and to the improvement of instruction in Jill's case.

• What exactly is teacher evaluation? teacher supervision?
• Why should teacher supervision and evaluations be conducted?
• What is "clinical supervision"?
• Are there other acceptable approaches to supervision and evaluation?
• Describe the differences between a "summative" and "formative" evaluation?
• What should a supervisor be looking for in a lesson plan delivered during a classroom visit?
• How should a supervisor deal with an unwilling or incompetent teacher like Jill in the process of evaluation?
• What is the effectiveness of a Teacher Professional Assistance plan?
• Why is a Teacher Professional Growth Plan (as illustrated by the Henrico County Public Schools) such a great idea for Jill and other marginal teachers?