Distinguishing Supervision from Evaluation PSSC Webinar 2/25/13 Dr. Jim Nolan Penn State Hermanowicz Professor of Education
Jan 17, 2016
Distinguishing Supervision from Evaluation
PSSC Webinar 2/25/13Dr. Jim Nolan Penn State
Hermanowicz Professor of Education
Part 1- Why Should You Care?
Why should anyone care about developing a common language for talking about supervision and evaluation?
Isn’t it just a matter of semantics that only academics care about?
Reason to Care 1
Education is a low consensus field of study
We don’t always (often?) agree on definitions
People in other fields have common definitions
Consider Education: Whole language;
Cooperative learning;
Teacher effectiveness;
Professional learning community
In Contrast to PhysicsVelocity/Acceleration
Mass/Weight
Reason to Care 2
Most teachers and even some administrators do not make any distinction between the two
The unintended result is that they see “observation” “supervision”- and “evaluation” as synonymous terms.
Reason to Care 3
The distinction is not just theoretical. It is very practical
The distinction between supervision and evaluation has real implications for the behavior of both the supervisor and teacher
When the distinction is not clear, teachers treat everything as evaluation
McGreal called this “ common law evaluation”
Part 2- 7 Dimensions That Shape the Differences Between E & S
Purpose
Rationale
Scope
Nature of the Relationship
Knowledge and Expertise
Standardization/ Differentiation
Teacher Perspective
Comparing the Purposes of Supervision and Evaluation
Evaluation
An organizational function designed to assess and make judgments about the quality of teacher performance/competence and identify areas for growth
Think PSSA/Foresight
Supervision
An organizational function designed to enhance/promote teacher learning and growth and, as a consequence, improve student learning.
Think Daily Instruction
Rationale for Evaluation
Evaluation fulfills the state’s obligation to protect children/adolescents from being harmed since they are required to attend school.
Rationale for Supervision
Teaching is a complex activity that requires lifelong learning and can be better understood by two professionals or more working together .
The Scope of Evaluation
Evaluation is global and comprehensive in scope.
Non-instructional duties
Instructional responsibilities (total picture)
The Scope of Supervision
Supervision can and should be narrow in scope.
Focusing on one specific aspect of classroom teaching
Promotes in-depth learning
Nature of the Relationship in Evaluation
In evaluation the relationship is hierarchical and distant.
The evaluator must make objective (as possible) judgments about the teacher’s performance.
Nature of the Relationship in Supervision
In supervision the goal is for the relationship to be collegial with both partners contributing expertise to the process.
Whose Knowledge Counts in Evaluation?
In evaluation, the evaluator has more expertise. By law, only certificated personnel can do evaluations. This implies special expertise.
The evaluator is assumed to have more knowledge
Whose Knowledge Counts in Supervision?
In supervision, expertise is shared. Both partners bring different but equally important knowledge and skills to the process.
Learning is enhanced when both partners contribute
Differentiation in Evaluation??A Definite No No
In evaluation the assessment process must be standardized and due process oriented.
Everyone in the same job category must be evaluated by the same criteria using the same process.
Differentiation in Supervision!A Must
In supervision the learning process should be personalized and differentiated to fit the needs of the teacher.
The Teacher Perspective on Evaluation
In evaluation, teachers see the evaluator as a drama critic.
Need to put their best foot forward.
No “Opening Nights”
The Teacher Perspective on Supervision
In supervision, teachers are free to experiment with new strategies
Non-judgmental support from the supervisor enhances risk taking