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We are covering Chapter 12, which is entitled Clinical Supervision, Researching Practice, Teacher Learning . These are the major topics that we will look at in this chapter:
Let's begin to try and understand what is meant by teacher "supervision and evaluation". Sergiovanni and Starrat (p.219) observe that "Too often teacher evaluation means the rating, grading and classifying of teachers using some locally standardized instrument as a yardstick". The instrument covers a broad range of teacher traits and is filled out after a classroom observation of the teacher which usually lasts from a half hour to an hour. Needless to say it is often inefficient. The word supervision is derived from the two words "superior" and "vision". This implies a hierarchical relationship with the supervisor having superior knowledge and power (Jonasson, 1993). This image of supervision is inappropriate for the school environment, where ideally teachers and principals work together collaboratively. More appropriate is a definition that exemplifies a collaborative philosophy. Experts in the field have defined supervision in a variety of ways. The following definitions reflect a comprehensive view of supervision, also termed "general supervision": Supervision is the function in schools that draws together the discrete elements of instructional effectiveness into whole-school action (Glickman, 1985, p. 4). Supervision of instruction is the set of activities designed to improve the teaching-learning process (Hoy & Forsyth, 1986, p. 3). Supervision is what school personnel do with adults and things to maintain or change the school operation in ways that directly influence the teaching process employed to promote pupil learning...... Supervision is a major function of the school operation, not a task or specific job or a set of techniques (Harris, 1985, p. 10). The comprehensive set of services provided and processes used to help teachers facilitate their own professional development so that the goals of the school district or the school might be better attained (Glatthorn, 1990, p. 84). All of the above definitions view supervision as a set of services and processes that will lead to improved instruction. Often administrators periodically check classrooms to assure that an appropriate level of teaching performance is being attained. This checklist type of supervision typically occurs once or twice a year to determine if the curriculum is being followed, if lessons are geared to appropriate levels, and if classroom discipline is being maintained. This quick and easy supervision serves an administrative purpose but does not focus on professional development. Hoy and Forsyth (1986) define instructional supervision as "the set of activities designed to improve the teaching process. The purpose of supervision is not to control teachers, but to work cooperatively with them" (p. 3). The primary reason for implementing supervision is to help and support teachers as they adapt, adopt, and refine instructional practices in their classrooms (McQuarrie & Wood, 1991). In this situation, the role of the supervisor becomes that of a helper and supporter rather than a managerial administrator. Judgmental and controlling functions are removed from supervision. Ultimately, supervision is a process of facilitating the professional growth of a teacher, primarily by giving feedback about classroom interactions and helping the teacher make use of that feedback in order to make teaching more effective. Evaluation The purpose of evaluation is to make a judgment about a professional under review. The supervisor rates the adequacy of the performance as it relates to professional duties within the classroom. McQuarrie and Wood (1991) state that teacher evaluation can be defined as an administrative responsibility designed to assist districts in making decisions about the adequacy of performance so that decisions can be made about whether an employee will be retained. Evaluation, or "systematic evaluation" as defined by Glatthorn (1990), is a critical function of school administration, but should remain distinct from supervision. Look at this article called At Cross-Purposes: What do Teachers Need, Want, and Get From Supervision? to get some ideas as to what teachers really want to gain from supervision. Let's look at a questionnaire that teachers completed detailing their experiences with supervision.http://www.ssta.sasknet.com/research/leadership/98-04.htm#Appendix Let's look here to find the difference between supervision and evaluation. The Meaning and Aims of Supervision http://www.fsd38.ab.ca/Services/Documnts/Policy/SecG/G1404.htm Let's also look here to see a school district's policy on supervision and evaluation. Tisdale School Division Policy Manual http://www.tisdaleschooldiv.sk.ca/policy6.htm
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