its time to rethink teacher supervision and evaluation phi delta kappan 86 no 10 727-735 june 2005...
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It’s Time to Rethink Teacher Supervision and Evaluation
Phi Delta Kappan 86 no 10 727-735
June 2005
Kim Marshall
Why the Supervision Process Often Misses the Mark
Principals observe and evaluate a tiny amount of teaching. The actual amount is about .3% of the time a teacher is actually engaged with students.
“Micro-observations” of individual lessons don’t carry much weight with most school districts. Districts usually prefer extremely thorough formal observations.
Why the Supervision Process Often Misses the Mark (cont’d)
The lessons that principals see are often atypical—a “performance” or a “nervous” reaction.
Most observations and evaluation sequences rarely focus on student learning.
Why the Supervision Process Often Misses the Mark (cont’d)
The supervision and evaluation process reinforce teacher isolation. Rarely are there “conversations.”
Observation instruments often get in the way. Most districts push for tools that make it possible to build cases against incompetent teachers.
Why the Supervision Process Often Misses the Mark (cont’d)
Observations fail to give teachers the needed feedback to enhance teaching and learning.
Most principals do not have observation and the monitoring of instruction as a top priority.
To become more effective, move…
From periodically observing teaching to continuously analyzing learning.
From occasional announced classroom visits to frequent unannounced visits.
From detailed scripting of single lessons to quick sampling of multiple lessons.
From year-end judgments to continuous suggestions and redirection.
From comprehensive, written observations to focused, face-to-face feedback.
From guarded, inauthentic conversations to candid give and take.
To become more effective, move…
From employing rigid evaluation criteria to continuously looking at new ideas and practices.
From focusing on bad teachers to improving teaching in every classroom.
From cumbersome, time-consuming write-ups to streamlined rubrics.
To become more effective, move
Link Supervision to Student Achievement and Learning
Make sure the basics are in place: Schedule common planning time where
possible. Have crystal-clear expectations for
learning that are aligned with standards. Common assessments written by staff. Common rubrics for consistently scoring
student writing. Exemplars of student work.
Link Supervision to Student Achievement and Learning
Develop a common language for what is happening in classrooms…SOTEL SSafety - students are physically and
psychologically safe. OObjectives of curriculum are evident. TTeaching-learning experiences are
skillfully orchestrated. EEngagement - students are involved. LLearning is assessed.
Link Supervision to Student Achievement and Learning
Systematically visit all classrooms: Very brief visits—in and out. Walkthroughs (less than five minutes)
with a particular item in mind. Mini-observations (5-15 minutes)
focusing on teaching and learning. Full-period formal observations.
Link Supervision to Student Achievement and Learning
Give teachers prompt, face-to-face feedback after every classroom visit: E-mails or notes are OK, but personal
feedback is preferable. Feedback focuses on one or two
specific points. Follow-ups are most effective within
24 hours.
Link Supervision to Student Achievement and Learning
Develop teacher teams: Common unit plans and assessments Common interim assessments Report on student learning after each
unit or quarter
Link Supervision to Student Achievement and Learning
Once the principal has made “the shift,” teachers can work on feedback: Peer coaching Action research Lesson study Looking At Student Work Teachers must be thinking constantly
about whether students are learning and what can be done to get better results.
Link Supervision to Student Achievement and Learning
Use a rubric to evaluate teacher work: Create domains Include measures of student learning