Professional Supervision
Your belief about public education/professional training in general
Public education is always mired in one or the other controversy and ongoing reforms is always the order of the day. From the basics of the nineteenth century, education has come a very long way. The basis of development of education models are seen to be contemporaneous in Britain and USA and most of the commonwealth. At the same time unique innovations are underway in the U.S.A. In the modern context it is indeed important to consider many aspects of global values, and the reforms that were made in public schools become relevant in the modern context which shares a similarity on a global scale. The problems of rampant illiteracy are the cause of unrest in cities and the earlier educationists believed that these problems of the cities can be overcome with increasing the number of educated youth. (Cuban, 2003)
One of the changes that came about in the supervision of schools after 1990 is in the way schools are governed. Innovative programs like the learning community program have now provided advantages where teachers could use the wide arena of professional learning that is being made available to them and continue the ongoing learning to strengthen the community. (McLaughlin; Talbert, 2006) Such programs are systematic and encompass the entire school, which creates the response to a student's learning problem to be seen in a wider focus rather than individual teacher's perceptions. Thus community supervision makes the process of teaching and mutual supervision effective rather than a hierarchical model. One of the changes we may include is the way supervision gets changed with the changes in education. The problems of education reforms in various countries show that the supervisory models change with the change in the educational system; as well it is seen to be a basis for deflecting crises and reform on educators. (Ginsburg, 1991)
Under these circumstances teachers and instructors are at the receiving end of the evaluation by the hierarchy and supervisors on one hand and by the students and their performance on the other. Today the educator is in need of being up-to-date in many fields, not only in the chosen subject but also in participating and understanding the roles of the instructor and supervisor in changing circumstances and innovations like RTI and interventions and community learning concepts. The supervisory role is also changing and these changes are now happening on a global scale. Therefore supervisors, educators and teachers must act in synergy and also respect each others roles to create confidence and faith. This is more important today because the hierarchical system of responsibilities is breaking up to include a collective form of responsibility where all participants have voice and a definite say. The prospect of evaluation thus must be approached from the point-of-view of the educational policies and changes that have come about. Therefore the time has come to change both the summative and the formative analysis.
2. Your own personal philosophy of supervision, your understanding of evaluation -- both formative and summative
The evaluation of both formative and summative is not adequate to bring about the necessary teaching skills or personnel. Both have inherent defects and it is time to change both these approaches. Broadly speaking it is a judgment mechanism that can make the educators vulnerable and apprehensive. In this scenario supervision is nothing but an analysis of the performance of educators, and formative and summative analysis are two methods that mean two different things. In the formative supervisory approach the strengths and weakness of the teacher is sought to be analyzed and corrective measures taken that relate to the ability and the effectiveness of the teacher in their role. On the other hand the summative analysis relates largely to the interest of the establishment and is based more on the feed back, and thus for the purpose of deciding if the teacher need continue or get sacked. (Burke; Krey, 2005)
Technically the teacher is not allowed to correct the required behavior or lack because these methods do not have an inbuilt system to provide for the analysis of the problems that the teacher would face in the job. Like wise if we expand the way the formative analysis is done, it can be shown that in the formative evaluation the role of the teacher is more. The teacher is helped by the inputs received from the judgments of their performance by...
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