Chapter 2 - Sources
of Authority for Supervisory Leadership |
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Chapter 2 - Sources of Authority for Supervisory Leadership
Distinction between "Supervision" and "Evaluation"
The word supervision is derived from the two words "superior" and "vision". This implies a hierarchical relationship with the supervisor having superior knowledge and power (Jonasson, 1993). This image of supervision is inappropriate for the school environment, where ideally teachers and principals work together collaboratively. More appropriate is a definition that exemplifies a collaborative philosophy.
Experts in the education have re-defined supervision in a variety of ways. The following definitions reflect current comprehensive views of supervision
- Supervision is the function in schools that draws together the discrete elements of instructional effectiveness into whole-school action (Glickman, 1985, p. 4).
- Supervision of instruction is the set of activities designed to improve the teaching-learning process (Hoy & Forsyth, 1986, p. 3).
- Supervision is what school personnel do with adults and things to maintain or change the school operation in ways that directly influence the teaching process employed to promote pupil learning...... Supervision is a major function of the school operation, not a task or specific job or a set of techniques (Harris, 1985, p. 10).
- Supervision is the comprehensive set of services provided and processes used to help teachers facilitate their own professional development so that the goals of the school district or the school might be better attained (Glatthorn, 1990, p. 84).
All of the above definitions view supervision as a set of services and processes that will lead to improved instruction.
Hoy and Forsyth (1986) define instructional supervision as "the set of activities designed to improve the teaching process. The purpose of supervision is not to control teachers, but to work cooperatively with them" (p. 3). The primary reason for implementing supervision is to help and support teachers as they adapt, adopt, and refine instructional practices in their classrooms (McQuarrie & Wood, 1991). In this situation, the role of the supervisor becomes that of a helper and supporter rather than a managerial administrator. Judgmental and controlling functions are removed from supervision.
Ultimately, supervision is a process of facilitating the professional growth of a teacher, primarily by giving feedback about classroom interactions and helping the teacher make use of that feedback in order to make teaching more effective.
Often administrators periodically check classrooms to assure that an appropriate level of teaching performance is being attained. This checklist type of supervision typically occurs once or twice a year to determine if the curriculum is being followed, if lessons are geared to appropriate levels, and if classroom discipline is being maintained. This quick and easy supervision serves an administrative purpose but does not focus on professional development.
In summary.
Supervision provides direct assistance to teachers as it continuously focuses on improvement of classroom instruction, whereas, formal evaluation periodically measures whether or not the teacher is performing to an acceptable standard of teaching.
Glatthorn (1990) notes that evaluation should remain distinct from supervision.
Some writers recommend that supervision and evaluation be performed separately by different individuals. However, Glickman (1990) believes that both tasks can be performed by the same individual if a relationship of trust and credibility with the teacher can be maintained. Rettig (1998) in his article Reflections on Supervision and Evaluation: And One District’s Steps in the Right Direction http://www.aasa.org/TAP/winter98rettig.htm has some interesting insights on formative feedback and summative evaluations and how that affected him when he was a teacher and principal. Take a look at it before we examine what evaluation means.
Evaluation
The purpose of evaluation is to make a judgment about a professional under review. The supervisor rates the adequacy of the performance as it relates to professional duties within the classroom. Evaluation can be used to
- help teachers to set specific, achievable goals;
- provide constructive criticism and suggestions to improve weak areas and amplify strengths; and
- enlist experienced teachers to help improve the performance of less experienced teachers. ( http://ericae.net/db/edo/ED315431.htm)
McQuarrie and Wood (1991) state that teacher evaluation can be defined as an administrative responsibility designed to assist districts in making decisions about the adequacy of performance so that decisions can be made about whether an employee will be retained.
Evaluation is normally designated by these two terms: Formative and Summative
The purpose of Formative evaluation is to provide information concerning the knowledge and performance of each teacher, in order to assist them to assess their strengths and learning needs.
Worthen, Sanders, and Fitzpatrick, (1997) note that formative evaluation is conducted to provide information useful in improving the program.
Summative Evaluation on the other hand provides evidence of achievement toward a teaching goal. Summative evaluations are often used to determine whether a marginal teacher will be rehired or not.
Here is an excellent comparison of these two forms of evaluation. (We will study these in more depth later in the course). First, let's review the theory surrounding "supervision" with an interesting Powerpoint presentation. What does Instructional Supervision Mean to You?
From your textbook and Internet reading about Supervision and Evaluation, briefy summarize what "Instructional Supervision" means to you?
Here are the directions for posting the answer in WebCT.
Go to the WebCT site found here:
Log in using your WebCT ID name and password. Click on EDAL570 and then go into Main Discussion Area for Feedback. Click on Main (underlined) and then click on Compose Discussion Message and in the box compose your answer to the question.
