4. Classroom Observations

• Ideally, supervision is used to help teachers learn and grow, and should be separated from evaluation. In reality, teachers generally see supervision and evaluation as parts of the same process. Differentiated supervision that can include collaborative and self-directed development can help shift this thinking. Sally realizes that test scores are limited in the information they can provide. She is also skeptical of the value-added models that rely on standardized tests scores that are being used widely as a result of the Race to the Top initiative. Unintended consequences are sure to follow.
• Sally devotes eight pages to dealing with marginal teachers. These are teachers who deliver boring, uninspired, and ineffective lessons. They tend to blame students, have a disproportionate number of student discipline problems, and produce complaints from students, parents, and colleagues. They may have inadequate skills, personal problems, or bad attitudes. Specific improvement plans need to be individualized and grounded on the teacher’s strengths and needs. Sally offers more specifics and forms you can use.

Share this: