Supervision, staff development, and evaluation connections

McQuarrie, Frank; Wood, Fred H.

doi:10.1080/00405849109543483

Cited by 13 publications

(23 citation statements)

References 1 publication

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“…Several writers argued that there is an essential link between staff development and teacher appraisal (Lawton et al, 1986;Fessler & Burke, 1988;Stiggins & Duke, 1988;Ingvarson, 1989;Scriven, 1989;Bollington et al, 1990;McQuarrie & Wood, 1991;Hewton & West, 1992). The linking of appraisal to development is consistent with the definition of needs assessment as being:…”

Section: The Need For Teachers To Appraise and Validate Their Needsmentioning

confidence: 99%

A strategy for identifying the professional development needs of teachers: a report from New South Wales

Harris

2000

Journal of In-Service Education

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Section: The Need For Teachers To Appraise and Validate Their Needsmentioning

confidence: 99%

A strategy for identifying the professional development needs of teachers: a report from New South Wales

Harris

2000

Journal of In-Service Education

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“…Both activities are equally as important to help a teacher grow within the profession (Duke, 1987;Glickman, 1985;McQuarrie & Wood, 1991). The majority of teachers are familiar with evaluation practices but not supporting practices conducted by an administrator.…”

Section: Administrators As Evaluatorsmentioning

confidence: 99%

“…Teachers require guided practice and support from administrators providing feedback to encourage best practices in instruction (Joyce & Showers, 1982). According to McQuarrie and Wood (1991), "supervision accomplishes this by helping teachers refine skills they have already learned" (p. 94). Teachers need to feel a part of the process when administrators are supervising them; if this does not occur teachers will not be committed or trust the process (Withall & Wood, 1979).…”

Section: Administrators As Instructional Supervision Versus Instructimentioning

confidence: 99%

“…Many times supervision and evaluation practices are miscommunicated (Lee, 1991) and teachers feel as if every time an administrator is in their room they are being evaluated. It is important to define the differences (Lee, 1991;McQuarrie & Wood, 1991) and also communicate an evaluation should also be used to benefit teachers instructionally, not a way to get them out of the building.…”

Section: Administrators As Evaluatorsmentioning

confidence: 99%

“…Teacher Evaluation: The purpose of evaluating a teacher is to make decisions on when the teacher is fulfilling their responsibilities in the classroom (McGreal & Wood, 1988;Wood & Lease, 1987;McQuarrie & Wood, 1991) and if their contract is renewed or not.…”

Section: Professional Learning Communitiesmentioning

confidence: 99%

See 2 more Smart Citations

Common Core State Standards : elementary teacher perceptions of administrator supports with a focus on professional learning communities and walk throughs.

Ammerman

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Supervision and evaluation: The Wyoming perspective

et al. 2011

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The intent of this study was to assess the perceptions and actions of Wyoming principals concerning their role in supervising and evaluating teachers. A survey was sent to all 286 principals in the state of Wyoming, of which, 143 returned surveys, a response rate of 50%. Findings suggested that principals utilized supervisory behaviors more often than evaluative behaviors. Elementary principals perceived their evaluative practices as significantly more prevalent than secondary principals. Furthermore, principals indicated that their greatest frustrations in supervising teachers were time, the evaluation instrument, and teachers' unwillingness to change. Additionally, findings suggested that Wyoming principals utilized classroom walkthroughs because they provided a snapshot of teaching and provided a medium for providing feedback. In regards to developmental supervision, principals indicated that novice teachers received much more supervision than veteran teachers. However, their reported use of differentiated supervision only applied to teacher autonomy concerning professional development goals. Principals reported that teachers had little input concerning the methods by which they were supervised. Finally, a majority of the Wyoming principals felt that improvement plans were effective at changing mediocre teaching behaviors, but 40% were speculative that such plans truly remediated poor teachers.Keywords Supervision . Evaluation . Formative . Summative . Principal perceptions As both the political and public sectors call for excellence in schools, the demand for accountability trickles down to all school personnel including principals (Ovando Educ Asse Eval Acc (2011) 23:243-265

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Supervision, staff development, and evaluation connections

Cited by 13 publications

References 1 publication

A strategy for identifying the professional development needs of teachers: a report from New South Wales

A strategy for identifying the professional development needs of teachers: a report from New South Wales

Common Core State Standards : elementary teacher perceptions of administrator supports with a focus on professional learning communities and walk throughs.

Supervision and evaluation: The Wyoming perspective

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