Supervision for Learning: A Performance-Based Approach to Teacher Development and School Improvement

Supervision for Learning: A Performance-Based Approach to Teacher Development and School Improvement

Supervision for Learning: A Performance-Based Approach to Teacher Development and School Improvement

Supervision for Learning: A Performance-Based Approach to Teacher Development and School Improvement

Synopsis

Traditional methods of supervision and evaluation focus on teachers inputs: their lesson plans, instruction, and classroom management practices. But what matters most is the outcome they achieve: learning. This book introduces Performance-Based Supervision and Evaluation (PBSE), a data-driven and teacher-directed approach proven to build educators analytical and instructional capacity to address the learning needs of their students. It's a move away from disconnected annual goals and outside-in improvement initiatives, and toward the full integration of teacher evaluation, strategic professional development, and school improvement planning. Supervision for Learning is an important resource for school leaders looking to
• Honor the judgment of teachers while targeting student performance in areas of essential knowledge and skills articulated in standards;
• Empower all teachers to use performance data as the basis for instructional decisions and monitor the effectiveness of these decisions through action research;
• Develop meaningful collaborative relationships with and among teachers; and
• Acquire authentic evidence of teacher and student growth. Authors James M. Aseltine, Judith O. Faryniarz, and Anthony J. Rigazio-DiGilio explain the best-practice foundations of their approach and provide guidelines for its implementation. Sample artifacts and illustrative vignettes bring the PBSE process to life, clarifying the supervisor's role, the teachers responsibilities, and the students gains. You ll also find a planning and monitoring tool that maps milestones within the development and evaluation cycle, along with strategies for reconciling this approach with district reporting requirements and budget realities.

Excerpt

As teachers and administrators, we came to understand the process of supervision and evaluation through a fairly common set of experiences. As teachers, we met with our supervisor at the beginning of each academic year to determine a mutually agreeable focus for professional growth. As the year progressed, we dutifully kept the administration up to date with our progress, and we incorporated their suggestions into our efforts. Usually, our supervisor observed us teaching during the year and provided written feedback, although the lessons observed may have had little to do with our professional development plan. And, of course, there was the end-of-the-year “write up”: the summative evaluation required for our personnel files.

Over the past 10 years, the world of education has changed dramatically. In this era of mandated standardized testing and federal legislation, such as the No Child Left Behind Act of 2001, there has never been greater accountability for the work that teachers and administrators do. Here in the United States, curricula across the country reflect the impact of the content and performance standards developed by professional organizations, states, and local school districts. More than ever, there is a focus on comparing student performance to accepted standards, paying close attention to test data, and forming strategic plans to improve student performance. Furthermore, our students' parents and our communities are more focused than ever on what is happening in . . .

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