Distinguishing Supervision from Evaluation

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