TEACHER SUPERVISION
AND EVALUATION
EDD 300 – Philosophy and Ethics in Education
Jeff Rey P. Sarinas
TEACHER SUPERVISION
SUPERVISION is a process of facilitating the professional
growth of a teacher primarily by giving the teacher feedback about
classroom interactions and helping the teacher make use of that
feedback in order to make teaching more effective.
“SUPERVISION is assistance for the improvement of instruction.
this definition allows supervision to be viewed as a function and
process rather than a role or position.”
PRINCIPLES OF SUPERVISION
• 1. PEOPLE MUST ALWAYS UNDERSTAND CLEARLY WHAT
IS EXPECTED OF THEM.
• 2. PEOPLE MUST HAVE GUIDANCE IN THEIR WORK
(INFORMATION, TECHNIQUES ENABLING BETTER
WORK, COACHING, AND PERSONALITY
IMPROVEMENT SUGGESTIONS).
• 3. GOOD WORK ALWAYS SHOULD BE RECOGNIZED.
• 4. POOR WORK DESERVES CONSTRUCTIVE CRITICISM.
PRINCIPLES OF SUPERVISION
• 5. PEOPLE SHOULD HAVE OPPORTUNITIES TO SHOW
THAT THEY CAN ACCEPT GREATER RESPONSIBILITY.
• 6. PEOPLE SHOULD BE ENCOURAGED TO IMPROVE
THEMSELVES.
• 7. PEOPLE SHOULD WORK IN A SAFE AND HEALTHFUL
ENVIRONMENT.
Harris and Bessent define supervision from
administrative perspective as : • “what a school
personnel do with adults for the purpose of
maintaining and changing the operation of the
school in order to directly influence the
attainment of major instructional goals of the
school.”
Technical Competency
• Understanding of teaching approaches
• Specific skills
• Selection of content from curriculum
• Class management
• Enhance your organization’s ability to deliver
quality supervision
Clinical Competency
• " face to face contact with
teachers with the intent of improving
instruction and increasing professional
growth"
• develop new skill and strategies
• management/enhance your
organization’s ability to deliver quality
supervision
Personal Competency
Self Awareness
Team dynamic
Professional Style
Interpretative Skills
Critical Competency
• Emphasizing quality
• make decisions in a critical
• make an ethical stance
At least six major conceptions of supervision
are found in the modern literature:
1.
2.
3.
4.
5.
6.
Supervision as an act of administration
Supervision as an act of curriculum
Supervision as an instructional function
Supervision as an act of human relations
Supervision as management
Supervision as a generic leadership role
ISSUES
Control
Boring
Paperwork
Bureaucrat
Authority
Irrelevant
Intimidating
Stress
Unrealistic
Supervision is important in teaching
and learning
• Effective supervision is an important
way of improving staff performance
and reducing the time spent on school
problems.
TEACHER EVALUATION
WHAT IS TEACHER EVALUATION?
TEACHER EVALUATION is a well-defined and systematic process that is
used to access a teacher's performance in the classroom. During
teacher evaluation, the instructor's pedagogic behaviors are assessed
using a set of standardized criteria that is determined by the evaluation
team. At the end of the evaluation exercise, the assessment team
provides constructive feedback on the teacher's performance and
highlights areas needing improvement. A teacher evaluation process is
one of the best opportunities for learning and self-improvement; hence,
there is little or nothing to fear. Even though teacher evaluation
exercises are flexible, they typically revolve around several key
performance indicators. Thus, during teacher evaluation, the
assessment team may ask questions bothering on the student’s
classroom performance, curriculum & learning outcomes, classroom
records, and teaching methods.
BENEFITS OF TEACHER EVALUATION
You may wonder why communities prioritize teacher
evaluation. The most obvious reason is that assessing your
teaching workforce regularly, allows you to track performance
levels in your educational sector. This means that you're better
equipped to identify and solve institutional challenges.
However, This is not all that there is to the benefits of teacher
evaluation. let's look at a few other benefits of teacher
evaluation:
1. TEACHER EVALUATION IMPROVES KNOWLEDGE IMPARTATION BY
BOOSTING TEACHER QUALITY. IT IDENTIFIES AND ADDRESSES KEY
CHALLENGES WITH TEACHING ON A ONE-ON-ONE BASIS WHICH HELPS THE
TEACHER BECOME BETTER AT THE CRAFT.
2. IT HELPS STAKEHOLDERS TO IDENTIFY AND REWARD EXCEPTIONAL
TEACHING TALENTS FOR EXCELLENT SERVICE DELIVERY.
3. CONDUCTING TEACHER EVALUATIONS AT REGULAR INTERVALS ALLOW
YOU TO SPOT GAPS IN TEACHING AND LEARNING METHODS WHICH MAY
BE RESPONSIBLE FOR POOR CLASSROOM PERFORMANCE AMONG
STUDENTS.
4. IT PLAYS A VITAL ROLE IN THE IDENTIFICATION OF LOOPHOLES IN THE
EDUCATIONAL CURRICULUM.
5. A WELL-GROUNDED TEACHER EVALUATION EXERCISE IS AN AWESOME
OPPORTUNITY FOR SELF-ASSESSMENT. TEACHERS CAN REFLECT ON THEIR
STRENGTHS AND WEAKNESSES AND WORK ON IMPROVING THEMSELVES.
6. IT PROVIDES USEFUL AND PRODUCTIVE FEEDBACK THAT CONTRIBUTES TO
THE GROWTH AND DEVELOPMENT OF THE TEACHER.
7. IT PROVIDES USEFUL INSIGHTS FOR DATA-DRIVEN DECISIONS MAKING IN
THE EDUCATIONAL SECTOR.
WHY EVALUATE TEACHERS?
FIRST, TEACHER QUALITY IS POSITIVELY LINKED WITH STUDENT
LEARNING. This is the primary reason to develop, implement, and
continue our efforts to improve teacher evaluation systems. As a nation
the US has historically struggled to come to a consensus about what
constitutes “teacher quality” and how exactly to define it. Early 19th
century teachers were considered effective if they taught the curriculum
chosen by community leaders, if they sustained proper discipline with
children, and if they maintained the physical premises of the school and
classroom.
TODAY WHEN WE SPEAK OF TEACHER QUALITY, WE CONSIDER FACTORS
SUCH AS:
- Education and experience
- Whether classroom environments are uniquely
conducive to learning and achievement at high
levels
- Capacity to create positive relationships with students
- Effective use of assessment to drive instructional
planning
- Ability to differentiate instructional techniques to reach
and teach linguistically and culturally diverse
students and students with learning and behavioral
challenges
- Communication of high expectations of achievement for
all students with colleagues and communication
with
families
- Participation in high quality professional learning
A SECONDARY REASON FOR SOUND TEACHER EVALUATION SYSTEMS IS
ACCOUNTABILITY. The expectation is that the evaluation process itself will
enhance teacher practice and improve effectiveness, and this in turn will
lead to improved student learning and achievement. In some cases,
teacher evaluation systems have led to improvements in the teacher
workforce. “When properly implemented, evaluation reforms can
dramatically improve teacher quality, build trust with teachers, and
contribute to improving other a host of educational institutions, such as
teacher preparation programs.” However, “properly implemented” is
easier said than done, especially given the multitude of responsibilities
and demands on both teacher and administrator time.
IMPORTANCE OF TEACHER EVALUATION
“Teacher evaluation can be an opportunity for genuine professional
learning. When organized around clearly established and accepted
standards of practice, teacher evaluation offers an opportunity for
educators to reflect seriously on their practice, and promote learning.”
– Charlotte Danielson, The Handbook for Enhancing Professional Practice
Charlotte Danielson, a curriculum director and administrator, believes
that teacher evaluation should be student-focused or linked to classroom
performance rather than solely observing the teacher. Evaluations help
teachers:
1. Align their goals with the school’s vision and mission
2. Engage in professional learning programs
3. Upgrade skills along with educational improvements
4. Monitor the students’ learning more effectively
5. Reflect or do self-evaluations
WHO CAN EVALUATE A TEACHER?
TEACHER EVALUATION BY STUDENT
This is a common method of assessing a teacher's classroom performance. By
asking students to provide feedback on the teacher's classroom behavior and teaching
methods, you can gather useful information and meaningful insights for decision
making.
As you already know, students have firsthand experiences of the teacher's behaviors;
Especially in the classroom. students are the end-users(consumers) of the services
teachers provide and this means that they can provide rich data and feedback on
how they perceive a teacher's classroom performance.
Pros
it allows you to gather first-hand information from the primary end-users (students).
teacher evaluation by the student is one of the most effective ways to determine the
suitability of teaching methods.
Cons
this type of evaluation can be highly subjective. a student’s personal preferences may
cloud his or her sense of judgment.
students may find it difficult to weigh a teacher’s performance against the provided
evaluation criteria.
WHO CAN EVALUATE A TEACHER?
TEACHER EVALUATION BY TEACHER
This is a type of peer-peer evaluation that allows instructors to assess and provide
feedback on their colleagues. this method of teacher evaluation helps you to gather
information about the work ethics of the instructor, and his or her behavior outside the
classroom. Asking teachers to review one another’s performance is a great way to build
team spirit and it is widely considered as one of the most objective methods of teacher
evaluation. Teachers can provide valid feedback on the workplace attitudes,
behaviors, skills, and competencies of their colleagues since they work closely with
them.
Pros
Teacher evaluation by teacher helps you improve the team spirit in your school.
it is a means of collecting valid data that provides insights into workplace performance.
Con
Workplace toxicity can lead to biased feedback during teacher evaluation.
TEACHER EVALUATION BY MANAGEMENT
This type of teacher evaluation is carried out by the educational advisory board
in a school that typically consists of the staff supervisor, head teacher, and the human
resources personnel. It is also an appraisal that influences the career progression of the
teacher.
One of the most common ways to carry out this type of assessment is to
schedule a one-on-one meeting for the employee (teacher) with the appraisal team.
During this interview-like meeting, the assessment team can review the teacher’s
performance viz a viz the evaluation parameters.
Pros
it allows for an objective view of the employee’s performance.
teacher evaluation by management helps the team to develop realistic career
advancement projections for each member of the workforce.
Cons
In a toxic working environment, some members of the assessment team may capitalize
on the evaluation to settle scorecards with perceived enemies.
It can result in biased feedback and assessment.
Teacher Evaluation is a necessary component of a successful school
system, and research supports the fact that “good teachers create
substantial economic value.” Ensuring teacher quality with a robust, fair,
research-based, and well-implemented teacher evaluation system can
strengthen the teacher workforce and improve results for students. Our
students don’t use the same frameworks and tools as school leaders to
evaluate teachers, but they certainly know good teaching when they
experience it -and they’re fully aware of it when they don’t.
TRANSGENDER STUDENTS
WHAT IS TRANSGENDER?
While most school personnel assume that all students come to school with
an identity that aligns with their natal sex (i.e., the biological aspects that
constitutes being male or female at birth), not all students do. In fact, school
personnel can expect that a few students will be transgender; that is, students
whose gender identity (i.e., the way persons feel or think about themselves as
male or female) does not correspond with the sex noted on their birth certificate.
A biological boy may feel he is girl and self-identify as one, for instance, prefer to
be called “she,” and adopt a feminine name (e.g., Mary Jane). Similarly, a
biological girl may perceive herself to be boy, wants to be referred to as “he,” and
ask to be called by a traditionally masculine name, such as Mike. Transgender
youth often believe they are trapped in the wrong body, and they behave in
gender nonconforming ways (e.g., they may dress in fashions typical of their
gender identity).
Keep in mind that because students have unique personalities,
transgender students will vary in how they present themselves at school.
some students may demonstrate gender nonconforming behaviors and
express themselves accordingly. Others may be less absolute and hide their
gender identity because they fear harassment or the repercussions from
parents, family, and friends who may not be so understanding. Some
students may aspire to transition at school (i.e., present themselves as their
gender identity through nonmedical interventions). Others may choose to
transition in private settings through the support of loving family members, or
simply wait to transition until adulthood. Some students demonstrate gender
nonconforming behaviors throughout their lives, while others outgrow it.
some students may report they felt “different” from their natal sex as young
as toddlerhood, while others may convey they felt different around
puberty.
Transgender is an umbrella term that refers to a
spectrum of persons. To keep the term relevant to
schools, however, let us consider the transgender
population as the students who self-identify and
perceive themselves to be a gender that does not align
with their natal sex. As such, they behave in ways that
do not correspond to the traditional masculine and
feminine roles typically associated with their natal sex.
They do not have mental abnormalities and they are not
confused about their gender identity. They are simply
dissatisfied with and distressed over their natal sex.
FREQUENT VICTIMS OF HARASSMENT
The reality for transgender students can be a challenging one
filled with bouts of adversity and maltreatment. Transgender
students are often targets of verbal and physical harassment
and assaults. In fact, transgender youth are two to four times
more likely to be harassed than their counterparts. As many as
80 percent of the transgender student population in one study
was verbally harassed, which was largely attributed to their
gender nonconforming behavior and expressions. Almost one
out of five encountered such brutal harassment they withdrew
from school altogether. And, a smaller percentage (12 percent)
of transgender students has been sexually assaulted.
Unsurprisingly, a variety of studies report that transgender
students do not feel safe at school. Expectedly, more
than half of transgender youth avoid restrooms and
locker rooms altogether because they fear for their
safety. And in one study, only a quarter of secondary
school principals reported they believed that their
transgender students would feel safe on their respective
campuses.
But in the Philippines, students who are lesbian,
gay, bisexual, and transgender (LGBT) too often
find that their schooling experience is marred by
bullying, discrimination, lack of access to LGBTrelated information, and in some cases, physical
or sexual assault. these abuses can cause deep
and lasting harm and curtail students’ right to
education, protected under Philippine and
international law.
In recent years, lawmakers and school administrators in the
Philippines have recognized that bullying of LGBT youth is a
serious problem, and designed interventions to address it. in
2012, the department of education (DepEd), which oversees
primary and secondary schools, enacted a child protection
policy designed to address bullying and discrimination in schools,
including on the basis of sexual orientation and gender identity.
the following year, congress passed the anti-bullying law of 2013,
with implementing rules and regulations that enumerate sexual
orientation and gender identity as prohibited grounds for
bullying and harassment. The adoption of these policies sends a
strong signal that bullying and discrimination are unacceptable
and should not be tolerated in educational institutions.
But these policies, while strong on paper, have not been
adequately enforced. in the absence of effective
implementation and monitoring, many LGBT youth
continue to experience bullying and harassment in
school. The adverse treatment they experience from
peers and teachers is compounded by discriminatory
policies that stigmatize and disadvantage LGBT students
and by the lack of information and resources about
LGBT issues available in schools.
This report is based on interviews and group discussions
conducted in 10 cities on the major Philippine islands of Luzon
and the Visayas with 76 secondary school students or recent
graduates who identified as LGBT or questioning, 22 students or
recent graduates who did not identify as LGBT or questioning,
and 46 parents, teachers, counselors, administrators, service
providers, and experts on education. It examines three broad
areas in which LGBT students encounter problems—bullying and
harassment, discrimination on the basis of sexual orientation and
gender identity, and a lack of information and resources—and
recommends steps that lawmakers, DepEd, and school
administrators should take to uphold LGBT students’ right to a
safe and affirming educational environment.
The mistreatment that students faced in schools was
exacerbated by discriminatory policies and practices
that excluded them from fully participating in the
school environment. Schools impose rigid gender
norms on students in a variety of ways—for example,
through gendered uniforms or dress codes, restrictions
on hair length, gendered restrooms, classes and
activities that differ for boys and girls, and close
scrutiny of same-sex friendships and relationships.
These policies are particularly difficult for transgender
students, who are typically treated as their sex
assigned at birth rather than their gender identity. But
they can also be challenging for students who are
gender non-conforming, and feel most comfortable
expressing themselves or participating in activities
that the school considers inappropriate for their sex.
One way that schools can address bullying and
discrimination and ameliorate their effects is by providing
educational resources to students, teachers, and staff to
familiarize them with LGBT people and issues. Unfortunately,
positive information and resources regarding sexual
orientation and gender identity are exceedingly rare in
secondary schools in the Philippines. when students do learn
about LGBT people and issues in schools, the messages are
typically negative, rejecting same-sex relationships and
transgender identities as immoral or unnatural.
When students face these issues—whether in isolation or
together—the school can become a difficult or hostile
environment. in addition to physical and psychological injury,
students described how bullying, discrimination, and
exclusion caused them to lose concentration, skip class, or
seek to transfer schools—all impairing their right to education.
For the right to education to have meaning for all students—
including LGBT students—teachers, administrators, and
lawmakers need to work together with LGBT advocates to
ensure that schools become safer and more inclusive places
for LGBT children to learn.
KEY RECOMMENDATIONS
TO THE DEPARTMENT OF EDUCATION
Create a system to gather and publish data about bullying on the basis of sexual
orientation and gender identity in schools. revise forms to more clearly differentiate
and record incidents of gender-based bullying on the basis of sex, sexual orientation,
and gender identity, and include these categories on all forms related to bullying,
abuse, or violence against children.
Revise the standard sexuality education curriculum to ensure it aligns with unesco’s
guidelines for comprehensive sexuality education, is medically and scientifically
accurate, is inclusive of LGBT youth, and covers same-sex activity on equal footing
with other sexual activity.
Issue an order instructing schools to respect students’ gender identity with regard to
dress codes, access to facilities, and participation in curricular and extracurricular
activities.
KEY RECOMMENDATIONS
TO SCHOOL ADMINISTRATORS
Adopt anti-bullying and anti-discrimination
policies that are inclusive of sexual orientation
and gender identity, inform students how they
should report incidents of bullying, and specify
consequences for bullying.
activities.
THANK YOU!