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Unit 5 | Supervising and Evaluating Instruction
5.2. Supervision as a Collaborative Process
Collaboration and the Supervision Process
As noted by Sergiovanni, Starrat & Cho (2014), summative supervision has evolved to require collaboration between the teacher and supervisor whose mutual responsibility is that of collecting “significant evidence of their competence and capacity to cultivate the academic success of all their students,” (p. 130). Both Sergiovanni et. al (2014) and Danielson (2012) noted that teacher evaluation provides a means of meeting accountability demands at state and local levels of government as well as internally, within the school/district. Westerberg (2013) asserted that in order for feedback to serve as a powerful tool for instructional improvement and student learning, it should be focused on specific improvement targets over time and constructive in its delivery.
Critical Thinking
Please complete the following activity before proceeding. Although this assignment is not specifically graded, it will count towards your overall participation grade. Note: Only you and your instructor will see your response.
How does your district monitor the quality of supervision? What are your thoughts on how well (or not) this serves to enhance student learning within your school?
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.