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ERIC Number: ED284343
Record Type: Non-Journal
Publication Date: 1987
Pages: 17
Abstractor: N/A
Reference Count: N/A
Factors for Consideration in Supervision and Evaluation.
Nottingham, Marv; Dawson, Jack
In most schools, teacher evaluation and supervision are seldom mutually exclusive. This paper synthesizes research findings and capitalizes on experience concerning these sensitive processes. After discussing three basic purposes for supervision-evaluation (staff development, school improvement, and personnel decisions), the paper carefully defines each process. Clinical supervision involves a four-step cycle (preobservation planning, observation, lesson analysis, and conference with the teacher). While supervision is built on trust and a helping atmosphere, evaluation is judgmental and founded on law or policy statements. A 1984 Rand Corporation study reported five major problems with teacher evaluation processes: (1) principals' incompetence, (2) teachers' resistance or apathy, (3) lack of uniformity and consistency, (4) inadequate training for evaluators, and (5) shortcomings concerning secondary school staff evaluation. The paper next discusses training requirements and two evaluation instruments addressing these problems. Alternative data sources, such as student evaluations and lesson guides, are also discussed. A well-defined, collaboratively developed system should improve teacher-principal communication and awareness of instructional objectives, focus attention on curriculum development, build collegial relationships, and produce more effective schools. Five key requirements for effective teacher supervision-evaluation systems promoted by Rand Corporation are also summarized. (MLH)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A