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Unit 5 | Supervising and Evaluating Instruction
Unit 5 Overview
Introduction
This unit discusses the process of supervising instructional staff. It synthesizes information from Sergiovanni, Starrat, and Cho (2014), “The Practice of Supervision” section, with literature from various authors on feedback and evaluation for teaching professionals.
Sergiovanni, Starrat, & Cho (2014) help to clarify the ways in which supervision gets enacted in schools. In addition, the other readings for this week provide a more specific understanding of the evaluation process, in order to guide you toward meaningful supervisory interactions.
For example, Glickman, Gordon, and Ross-Gordon (2007) provide examples of a type of developmental supervision that creates meaningful supervisory interactions whereby the supervisor shifts control for assessing and decision making to the teacher. Danielson (2012) reminds us that the process of collaboration improves teacher practice. Finally, Westerberg (2013) provides examples of how feedback should be constructive, specific, and focused.
In addition to readings for this unit, a webinar on Effective Supervision presented by Robert Marzano, through the Association of Supervision and Curricular Development will guide the whole group discussion for this unit.
Unit Outcomes
In this lesson you will learn and be assessed on the following outcomes: (Applicable ELCC Leadership Standards Noted)
- Explore ways in which supervision are exercised in schools/districts (2.3)
- Distinguish between terms as concepts of instructional supervision (evaluation and assessment (2.3)
- Identify steps in the Cycle of Clinical Supervision (2.3)
- Explore the ways to effectively enhance student achievement through collaboration with teachers (2.1)
- Identify components of supervision process (2.3)
- Identify three forms of presence necessary for establishing authentic leadership practice/supervision (2.3)
- Deliberate the ways school culture, climate, and organization influence supervisory practices (2.1)
- Discuss what instructional supervision sounds and looks like (1.3)
- Design a plan of instructional supervision to foster greater learning for students and develop a professional community of teachers (2.1, 2.2, 2.3, 5.1, 5.2)
Learning Aims
This unit synthesizes literature from Sergiovanni, Starrat & Cho and several peer reviewed articles on leadership for instructional supervision. The unit provides opportunity for exploration of the processes associated with supervision.
During the two weeks of this Supervising and Evaluating Instruction unit, you will spend a significant amount of time for this unit conducting a peer coaching observation in the school of your choice. You may opt to conduct this work in your home school (where you are currently teaching/working). Regardless of your school of choice, you will need to collaborate with a classroom teacher to conduct a peer coaching observation in his/her classroom.
This unit of learning builds upon previous units focused on developing instructional staff by focusing on the process of supervising and evaluating instruction.
Unit Readings & Activities
By the end of this unit, make sure you have completed the readings and activities found in the course schedule.
References
Danielson, C. (2012). It's your evaluation-collaborating to improve teacher practice. The Education Digest, 77(8), 22.
Sergiovanni, T.J. Starratt, R.J. & Cho, V. (2014). Supervision A Redefinition (9th Ed.). New York: McGraw-Hill. ISBN 978-0-073378-66-4.
Westerberg, T. R. (2013). Feedback for Teachers: Focused, Specific, and Constructive. Principal Leadership, 13(7), 30–33.