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EDL725 : The Class
: Supervision and Evaluation of Instruction
Supervision and Evaluation
of Instruction
To register for this course, visit NAU Online.
If you have already registered and this is your first time in the course, you should:
The majority of the course work can be found within "the class." You can also communicate with others in the course, view additional resources from Cline Library, or get technical help.
Welcome to Supervision and Evaluation of instruction (EDL 725). As teacher leaders and future school administrators, you need the skills and understanding of a "Teacher of the Year," the insights and abilities of a "Human Resources Director", the management and leadership skills of a "Chief Executive Officer", the resources and savvy of a " Successful Politician," and the nurture and courage of a "Loving Parent." Never before have educators and their leaders been held accountable for so much by so many. Measures and assessments come from state standards and tests, district evaluations, career ladders, state and national teacher certificates, and grade level and subject knowledge scores to name a few. With so much at stake, it is important to understand the nature of supervision and evaluation of instruction, to value and respect its place in education, and to accomplish its goals for the sake of the students. To do that we must know more than the specific criteria cited on an evaluation form; we must know what constitutes professionalism, effective planning and teaching, positive learning climate, and appropriate assessment. Then we need to be able to identify each one when it occurs and know when a piece is missing. Our decisions must be informed by these findings in light of objective data and sound research.
In addition to the knowledge and understanding, this course provided you with skill-related objectives through a field experience that includes classroom observation, data collection and analysis, and conferences. In situations where real life field experiences are not possible, simulated teaching episodes are provided on video.
According to Keith Acheson, author of the text we are using, "Clinical
supervision has as its goal the professional development of teachers, with an
emphasis on improving teachers classroom performance . . . . [in a] model that
is interactive rather than directive, democratic rather than authoritarian,
teacher-centered rather than supervisor-centered. . . . It is focused upon the
improvement of instruction by means of systematic cycles of planning, observation,
and intensive intellectual analysis of actual teaching performances in the interest
of rational modification" (8). The three phases of clinical supervision
include a planning conference, classroom observation, and feedback or post conference.
However, based on experience and research, I propose that it include a practice
phase between the planning conference and classroom observation because teachers
are particularly receptive to information and motivated to practice new techniques
and strategies in anticipation of the upcoming classroom observation. Teachers
are also more prepared to know the kind of feedback they need at this time.
Both teacher and evaluator are more focused on specific aspects of teaching
then they would be after a feedback conference and evaluation that is often
filed and forgotten.
Objectives:
See Syllabus
Supervision and Evaluation of Instruction is divided into 10 modules. To complete the course successfully, complete the modules in the order shown below:
E-mail Dr. Gloria Smith
at gjs8@jan.ucc.nau.edu
Call Dr. Gloria Smith
at (480)854-7673
Copyright 2000
Northern Arizona University
ALL RIGHTS RESERVED