The Other Half of Supervision

Learning numbers, New York 1991.
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So far the emphasis of the supervision course has been on observation. However, almost no focus has been put on job evaluation. Meaning we are not observing teachers to evaluate whether we should keep them as teachers or fire them. Instead learning to observe has meant learning how to watch students learn. And if they aren’t learning identify some reasons why. This second 4 weeks is concentrating on what happens after the observation. How do we develop good teaching talent?

Like teaching developing teachers is not a one size fits all endeavor. It is not possible to say every teacher must do these 12 steps in order to be a success. On the other hand there are commonalities between successful teachers, just not necessarily in their teaching style.

Instead teachers are a part of the overall learning community in the school. They are active parts of a vibrant learning community. They use data, formally and informally gathered, to drive the direction of classroom instruction. They are masters of their own content. They involve families in education. And they have high expectations.

Quality leadership in education means giving these teachers the opportunity to develop these skills. It means creating communities where learning and sharing these skills are of utmost importance. It means building a community that isn’t satisfied with a good textbook. A community that isn’t satisfied with making the grade. A community whose goal is to be life-long learners.

The other half of supervision isn’t at all about observations, but rather using the learning from the observations to direct the professional development of teachers. If the quality of the teacher is the most important aspect of a child’s education during one school year then the job of the supervisor is to develop all staff into high quality teachers.

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About dendari

I finished my program at JHU in 2011. If you have enjoyed my writing here please follow me at
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