Through the horns of a dilemma between instructional supervision and the summative evaluation of teaching

Holland, Patricia; Adams, Paula

doi:10.1080/13603120210138603

Cited by 12 publications

(10 citation statements)

References 8 publications

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“…A number of studies (e.g. Holland & Adams 2002;Lee 2002) report on success, when a supervisory relationship is mitigated by an alternative formativeevaluation process.…”

Section: Reflection Exploration and Evaluationmentioning

confidence: 99%

The language teacher's development

2005

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“…A number of studies (e.g. Holland & Adams 2002;Lee 2002) report on success, when a supervisory relationship is mitigated by an alternative formativeevaluation process.…”

Section: Reflection Exploration and Evaluationmentioning

confidence: 99%

The language teacher's development

2005

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“…By placing greater emphasis on formative evaluation, this standard encourages supervisory interactions in which teachers assume an active role in the kinds of inquiry and activities that further their development as professionals (Holland & Adams, 2002). Putting more emphasis on formative evaluation serves to reinforce the role of supervision by encouraging teachers to reflect on and critically examine their own practice, and to explore alternatives for expanding their teaching repertoire.…”

Section: Standard 4: Evaluations Of Teachers Should Be Both Formativementioning

confidence: 99%

“…Strategies for such formalization include the options of individual plans that teachers develop to describe the professional development activities for which they can be held accountable (Holland & Adams, 2002), and teacher portfolios that document teachers_ work and learning, and also may include evidence of their students_ performance. These strategies allow teachers to individualize their professional development efforts within the scope of common protocols for documentation and assessment.…”

Section: Administrators and Teachers Should Be Well Informed About Thmentioning

confidence: 99%

The Case for Expanding Standards for Teacher Evaluation to Include an Instructional Supervision Perspective

Holland

2005

J Pers Eval Educ

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Despite the concerns of scholars in the field of instructional supervision, teacher evaluations continue to emphasize bureaucratic accountability and standardization. This article presents an argument for extending the Joint Committee on Standards_ Personnel Evaluation Standards to include standards related to the practice of supervision. The proposed standards call for differentiated procedures, collaborative identification of teachers_ professional development goals, multiple sources of data, emphasis on formative evaluation processes, consideration of both teachers_ personal development goals and school/program improvement goals, and the formalization of formative evaluation processes to achieve clear and shared understanding of their purpose and goals. These standards would align teacher evaluation with aspects of instructional supervision namely,clarification and shared understanding of the process and purpose of evaluations, interpretation of teaching performance in the context of teachers_ classrooms and professional values, and deliberation with teachers about how evaluation evidence depicts and informs their work.

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“…Attention was directed at the entire supervision continuum, from its formative dimensions directed at the professional development of the entire teaching staff, to its summarising functions, which emphasized personnel decisions (Holland andAdams 2002, Oliva andPawlas 2004). As an administrative team we saw supervision and evaluation as inextricably connected.…”

Section: The Elmont School Districtmentioning

confidence: 99%

The role of instructional supervision in district‐wide reform

Palandra¹

2010

International Journal of Leadership in Education

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This article represents an example of how supervision of instruction can be an integral part of a coherent plan for district-wide reform. The author argues that instructional changes can be most effective if introduced in a system that has first put in place the personnel and structures needed to support them. The article highlights the role of cooperative strategies involving all school stakeholders in achieving measurable educational improvements in a context which promotes ongoing adaptation and change. The specific role of curriculum maps and lesson plans in enhancing instructional supervision is also discussed.

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Through the horns of a dilemma between instructional supervision and the summative evaluation of teaching

Cited by 12 publications

References 8 publications

The language teacher's development

The language teacher's development

The Case for Expanding Standards for Teacher Evaluation to Include an Instructional Supervision Perspective

The role of instructional supervision in district‐wide reform

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