Supervision Made Simple. Fastback 180.

N

32

Administrator Role; Check Lists; Elementary Secondary Education; Evaluation Criteria; Evaluation Methods; Guidelines; Job Performance; Observation; Teacher Evaluation; Teacher Supervision

978-0-87367-180-4

To assist school administrators, this handbook discusses types of supervision and evaluation and suggests ways to assess teacher performance. After a brief introductory section, the handbook's second section addresses five "fictions" about evaluation, including that evaluations must be "objective" and annual, require direct observation and standard evaluation forms, and involve gathering hard "data." Eleven criteria for judging teacher performance are presented in the third section, involving such things as teacher ability with skills and concepts, English speaking and writing ability, expectations of student scholarship, variety of teaching methods, planning, classroom control, pedagogical principles, class results on achievement tests, cooperation with students and staff, handling of procedures and reports, and pursuit of professional growth. The following section discusses the uses and abuses of evaluation checklists and sets forth the three components of narrative evaluation reports: comments on the meeting of objectives, descriptions of performance quality, and recommendations for improvement. The fifth section suggests 17 guidelines for supervision systems, classroom visits, supervisory conferences, and narrative reports. Among the guidelines are evaluating tenured and nontenured teachers differently, taking notes during visits, being sensitive to a supervisory conference's emotional context, and writing simple, direct reports. (RW)

1983

ED225286