History of supervision and evaluation

1. HISTORY OF SUPERVISION
AND EVALUATION
• POST WORLD WAR 2
• The supervisory process focus on
teacher as an individual.
• .A. Teacher as an individual:
• A supervisor not only assist the teacher
to develop skills but also emotional needs.
( Head, heart, hand and health).

2. .B. Guidelines for successful supervisory
model:
• Democratic ideals
• Opportunities for initiative
• Understanding human limitations
• Shared decision making
• Deligation of responsibilty

3. • .C. Role of the supervisor:
• According to SWEARINGEN 1946
• The curriculum
• Teaching instruction
• The teaching learning situation
• The emotional quality of a classroom
• Resources and material
• Attendance
• Public relations
• Distribution of text books

4. • According to Ethel Thompson (1952)
• Observing a classroom
• Working with parents and principals
• Completing paper work meeting with
various school committees
• Attending student conferences
• Recruiting new teachers
• Do demonstration lessons
• Act as resource to other person
• Meeting with professional organizations.

5. 1. Anticipatory Set
The teacher focuses the students thoughts on to what‟
will be learned (Tie in yesterday s lesson with today s‟ ‟
lesson. Get them interested.)
The Madeline Hunter Model of
Mastery Learning

6. 2. Objective and Purpose
• Students learn more effectively when they
know what they are supposed to be
learning and why. Teachers also teach
more effectively when they have the same
information. (Tell what/how/why/the
students are going to learn.)

7. 3. Input
• The new knowledge,
process or skill must
be presented to the
students in the most
effective manner. This
could be through
discovery, discussion,
reading, listening,
observing, etc.

8. 4. Modeling
• It is important for the students to ”see”
what they are learning. It helps them when
the teacher demonstrates what is to be
learned.

9. 5. Checking for Understanding
It is important to make
sure the students
understand what was
presented. One way
this can be done is by
asking the students
questions.
“I lift, you grab….was that concept just a
Little too complex, Carl?”

10. 6. Guided Practice
The students practice the new learning
under direct teacher supervision.

11. 7. Independent Practice
When the teacher is sure the students
understand the new material, they assign
independent practice.

12. 8. Closure
At the end of each lesson, the teacher
reviews or wraps up the lesson by posing
a question for the class: “Tell me or show
me what you have learned today.”

13. Four step instructional process
• 1. Watch how I do it [modeling]
• 2. You help me do it (or we do it together)
[together]
• 3. I ll watch you do it or praise, prompt and leave‟
[guided practice]
• 4. You do it alone [independent practice]

14. The beginning of 21st
century
• In the beginning of 21st
century the
emphasis was shifted from supervision to
evaluation and from teacher behavior to
student achievement
• Tucker and Stronge promote the
importance of student achievement as a
standard of judgment in the evaluation
process

15. Cont…
• Teacher evaluation can be evaluated by
using evidence from student gain in learning
and observation of classroom instruction
• They examine the supervisory system in 4
different school districts that used
instructional practices and learning gains.
• They forcefully supported the use of student
achievement information in teacher
assessment

16. Cont…
• In 2008 Rothmans and touch report ‘rush
to judgment’ provide a strong reaction on
teacher evaluation they said that current
supervisory system do not direct the
quality of instruction. teaching focuses on
the authority. In most cases it is noting
more than marking satisfactory or un
satisfactory.

17. The Widget Effect
• In 2009, a similar study entitled The
Widget Effect (Weisberg, Sexton, Mulhern,
& Keeling, 2009) heavily criticized teacher
evaluation practices in the United States.
• The failure of evaluation systems to
provide accurate and credible information
about individual teachers' instructional
performance sustains and reinforces a
phenomenon that we have come to call
the Widget Effect.

18. • In 2009 TNTP( the new teacher
project)published the widget effect ; the
report which surveyed over 15,000
teachers 13,000 principals and 80
educational officials in 12 school districts ,
concluded that U.S public education
system treats teachers as interchangeable
parts, rather than professionals.
• The Widget Effect describes the tendency
of school districts to assume classroom
effectiveness is the same from teacher to
teacher.

19. • The failure to assess variations in
instructional effectiveness
• Prevents districts from identifying specific
development needs in their teachers.
• 73 percent of teachers surveyed said their
most recent evaluation did not identify any
development areas
• only 45 percent of teachers who did have
development areas identified and received
useful support to improve.
Specific findings indicate major
flaws in the teacher evaluation
process

20. Final conclusion
• Evaluations are short and infrequent
• Conducted by untrained administrators
• Influenced by powerful cultural forces
• Evaluation systems fail to differentiate
performance among teachers
• As a result, teacher effectiveness is
largely ignored.
• Excellent teachers cannot be recognized
or rewarded

21. Lessons from History
• History has taught us that a well-articulated
knowledge base should not be used as a
prescription for teaching or teacher evaluation.
• A well articulated knowledge base is a pre
requisite for developing expertise in any
systematic way within any domain.
• True pedagogical development comes from
teacher self-reflection that results in clear goals for
improvement.
• If student achievement is not linked to teacher
evaluation, teachers have little incentive to
develop into experts.

22. THANK YOU