Supervision & Evaluation

Evaluation: “An organizational function designed to make comprehensive judgments concerning teacher performance and competence. ...the process as a whole is aimed primarily at making a summative judgment about the quality of the teacher’s performance in carrying out both instructional duties and other responsibilities.” (Nolan & Hoover, 2008, p. 6).  

Supervision: “An organizational function concerned with promoting teacher growth, leading to improvement in teaching performance and greater student leaning” (Nolan & Hoover, 2008, p. 6).  

Professional Development: “That which leads to improvements in teacher knowledge or practice, or in student learning outcomes (Jaquith, Mindich, Wei, & Darling-Hammond, 2010, p. 2).  

The complex relationship and resulting system of use among these three terms when carefully organized, implemented, and evaluated can result in an educational institution's ability to:

• Increase the professionalism and scholarship of staff
• Increase the use of evidence-based strategies aligned with curriculum use, classroom management, and instructional delivery
• Increase teacher performance
• Increase student achievement 

(Marzano, 2012)

The next few blog posts that I share will delve into information regarding the foundations of the supervision of curriculum and instruction, current and future trends of supervision, and an introduction to a curriculum and instruction appraisal model focused on increasing student achievement by increasing teacher performance through supervision.

Reference

Jaquith, A., Mindich, D., Wei, R., & Darling-Hammond, L. (2010). Teacher professional learning in the United States: Case studies of state policies and strategies. Oxford, OH: Learning Forward.

Marzano, R. (2012). Marzano teacher evaluation. Retrieved from http://www.marzanoevaluation.com/

Nolan, J. & Hoover, L. (2008). Teacher supervision and evaluation: Theory into practice. (2nd ed). San Francisco, CA: Wiley & Sons, Inc.