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S8. Supervision and Evaluation - Coggle Diagram
S8. Supervision and Evaluation
Teacher evaluation may be the principal's single most important activity. The improvement of teacher performance is critical because it is directly correlated to improved student performance.
When the teacher evaluation process is carried out effectively and sensitively, the teacher can grow and become more productive. But when the evaluation is conducted ineffectively or insensitively, there are usually troublesome consequences.
The Components of a
Successful Evaluation Process
Preobservation Process
Classroom Observation
Analysis of Data from the Lesson and Planning of Postobservation Conference.
Postobservation Conference
Conference Chechup
1. The Preobservation Conference
Ability of the principal to establish a trusting relationship with the teacher is a crucial element.
It can assuage anxiety and enable the teacher focus on the task at hand after rather than on peripheral issues.
It promotes trust and positive relationships, clarify the lesson objectives, identify the teaching/learning activities that will be used to reach those objectives, and provide insight into followup lessons.
It can take different formats because the needs and experiences of teacher vary.
2. The Observation
The principal needs to distinguish between events over which the teacher has control, and hose events which are not controllable by the teacher.
The evaluation is about teacher performance, not the degree in which a classroom meets some social idea.
If the principal has a preconceived notion that only one teaching style is the best and judges every teacher by that standard, the an invalid observation may be conducted.
3. Analysis
It exist for the sake of understanding true events in order to exercise greater control over future events.
It is the fist step after the observation, and it is based on what was observed
4.
Postobservation Conference
It allows teachers to talk in detail about their work with someone who has been in the classroom and is able to provide feedback and assistance, either directly or indirectly.
Teachers are different, and your approaches should be designed to elicit the most favorable results from the teacher being observed.
Superficial observations should never take place.