Main Content
Unit 5 | Supervising and Evaluating Instruction
5.4. Redefining Summative Evaluation
Culture for Professional Development
Sergiovanni, Starrat, and Cho (2014) highlight the importance of continuing to redefine and improve processes for instructional supervision according to what is good for teaching and learning. Danielson (2012) noted two central purposes for teacher evaluation. First, she noted that teacher evaluation is conducted to ensure teacher quality both internally within the school/district and externally for the tax-paying public. Second, she noted the purpose of teacher evaluation as a means of promoting professional development. Sergiovanni et. al (2014) agreed with these purposes and went on to note the importance of participation from senior level teaching staff in modeling and establishing/maintaining this professional culture. While Sergiovanni et. al (2014) designate this culture as goal-based, teacher-centered, and instructionally driven, Danielson (2012) asserted the importance of this culture being rooted in a shared value for reflection and self-assessment.
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.
Consider your own values and priorities for evaluation, specifically as they compare and/or contrast with the priorities established here by the Sergiovanni et. al (2014) chapter and the Danielson (2012) article.
Draft a response specific to how these priorities/values will change and/or impact your leadership practice.
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.