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Life can only be understood backwards but it must
be lived forwards.
Soren Kierkegaard
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Throughout history, we have always had
supervision and evaluation of some form.
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1700s Inspectors were the earliest instructional
supervisors. They tended to be male, ministers,
schoolmasters or distinguished citizens.
Mid to late 1800s Supervision as a function was
performed by specifically trained professionals.
Methods stressed strict control and close
inspection of school facilities.
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Mid to late 1800s (continued)
The overall aim was to describe the behavioral
characteristics of the best teachers and to
establish a benchmark against which all teachers
might be judged. Helpfulness" was deemed to be
the most important teacher characteristic. But
the second most influential factor was.
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Personal Appearance"
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1900s
Industrial influence on Education
In the early 1920s time and motion study results
were applied to educational supervision of
teachers.
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1900s

• Efficiency movement prevalent in the early
  Twentieth Century became one of the major forces
  driving school supervision.

• Rating instruments developed for categories
  included physical, moral and social efficiencies.

needs improvement satisfactory outstanding
seldom frequently always
How were these to be translated?
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TRANSLATION?
I love you
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1930s

• John Dewey and Progressives believed in a
  supervisory process that was helpful, improvement
  oriented and collaborative. This was in marked
  contrast to the social efficiency model.

• Thus began the conflict of supervisor as teacher
  evaluator and as helpful colleague.

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1940 - 1960 Inferring Teacher Quality from
Student Learning

• Educators and researchers emphasized the presage
  variables. This took the form of teacher traits
  such as appearance, voice, emotions, warmth and
  enthusiasm. These traits became the centerpiece
  items in local teacher evaluation criteria. There
  was no evidence to link teacher traits to good
  teaching or student learning.

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• The launch of the Sputnik satellite in 1957 lead
  to a focus on improving science and math skills.
  Researchers began to consider what teachers did
  and could do to improve basic skills acquisition.

• Supervisors were seen as instruments of school
  change whose role was to guide innovations into
  practice. Collaboration and cooperation were
  considered less important than putting
  innovations into practice.

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1960s
Teaching Performance/ Teacher
Effectiveness Research

• Significant advances in supervision skills and
  classroom observation techniques.
• Researchers developed clinical supervision as a
  way of enhancing instruction, emphasizing
  supervisor as colleague who developed a trusting
  relationship with the teacher.

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1960s Teaching
Performance/ Teacher Effectiveness Research

• Others designed observation instruments which
  enabled them to identify effective teaching
  behaviors linked to student achievement. The aim
  was to describe clearly and precisely teaching
  behaviors and relate them to student learningas
  measured most often by standardized achievement
  test scores.
• This was known as teacher effectiveness research.

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1970 -1990

• Madeline Hunter developed prescriptive teaching
  practices designed to improve teacher decision
  making and thus student learning.

Madeline Hunter's Lesson Design
Standards Guided Practice
Setting the Stage Closure
Instruction Independent Practice
Sample checklist

• Both Hunter and Teacher Effectiveness Research
  emphasized teacher centered/ structured
  classrooms.

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• Although Hunter called her model clinical
  supervision, it really turned into a
  teacher-rating checklist.
• The result was a single, simplistic view of
  teaching which promoted a summative evaluation
  that persisted into the 1980s.
• The mislabeling of her model deepened the
  confusion between teacher supervision and
  evaluation for many
  educators.

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1980s and 90s

• Student outcomes became more complex
• brain research
• cooperative learning
• effective schools movement
• collaborative learning
• problem-solving
• critical thinking
• lifelong learning
• multiple intelligences
• constructivist classrooms
• outcomes based education
• alternative assessment

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How did teacher supervision change during this
period?

• A reappraisal of traditional supervision
  practices resulted.
• Traditional model of teacher evaluation based on
  scheduled observations of a handful of lessons
  began to be questioned.
• Collegial methods such as developmental and
  reflective supervision emerged.
• The idea of giving teachers options within
  supervision and evaluation systems received
  recognition.

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Currently

• Most boards are evaluating teachers as
  professionals who author their own professional
  growth plans and are evaluated using these plans.
  Our new HRSB policy will do likewise.

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Today

• How will our new job appraisal policy affect the
  teaching staff? Teachers will be involved in
• self assessment
• reflecting on practice
• goal setting
• creating plans to attain goals
• differentiated supervision
• collaborative or individual decision making
• school improvement teams
• helping colleagues reflect on practice and
  attain goals

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We must take ownership
In the history of the world, no one has ever
washed a rented car.
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Challenges

• Danielson and McGreal (2000) remind designers of
  evaluation systems that they must (1) encourage
  professional learning while (2) ensuring the
  quality of teaching.
• Job appraisal should utilize formative
  techniques that produce thoughtful and reflective
  practice. This will result in satisfaction to
  both teachers and administration, as well as
  satisfying accountability to the public.