1. Combining Clinical Supervision with Teacher Evaluation
Nancy Marsho
Cardinal Stritch University

2. Purposes of Teacher Evaluation/Supervision
Student Learning
Curriculum, Assessment, & Instruction
Professional Development
Quality Assurance

3. EffectiveTeacher Evaluation
Six Critical Attributes:
Clear and Distinct Purposes
Clear, Understandable Criteria and Indicators
Use of a variety of data sources
Differentiated delivery
Consistent Implementation
Periodic Assessment
Process does not work if these factors are not in place

4. A definition of Clinical Supervision:
Clinical supervision may be defined as supervision focused upon the improvement of instruction by means of systematic cycles of:
Planning conference
The observation
The post conference (based on intensive intellectual analysis of actual teaching performance in the interest of rational modification)
Professional development
Has been around since 1920’s – updated in the 1970’s. This adds the change process

5. Reflective Clinical Supervision Assumptions
It is a deliberate instructional intervention
It is goal oriented – combining school needs with the personal growth needs
It assumes a professional working relationship
It requires a high degree of mutual trust
It assumes that the supervisor knows a great deal about the analysis of instruction and learning and also about productive human interaction

6. The Planning Conference
Determine collaboratively (if possible) the focus of the observation (directive informational, collaborative, or self-directed)
Determine the method and form of observation (determine standard, criteria and tool choices)
Set the time of the observation and the post-conference
May desire or have a required form – see page 69 (module)
See page 23 of SIT

7. Sources of Criteria for Teacher Evaluation
National Professional Teaching Standards
The Danielson Framework – Domains-p module
DPI Ten Teacher Standards –p. 66: module
Marzano’s The Art & Science of Teaching
Other- Board Policy and Legal Requirements

8. The Observation Finalize the choice of the tool to be used
Conduct the observation
Verify the post-conference meeting time, and offer a copy of the completed observation tool to the teacher
Analyze the facts; begin thinking of interpretations
Choose a post conference interpersonal approach
See pages of SIT

9. The Post Conference Teacher self analyzes – ask reflective questions
Preview conference – may desire or have required form- (see page 55 of the module)
Teacher self analyzes – ask
reflective questions
Provide feedback from the data
Teacher analyzes the data with supervisor support
Reinforce teacher behaviors in evidence in terms of positive impact on student learning
Explore alternative behaviors/skills
Create a follow up plan

10. Data Sources Danielson & McGreal: Chapter 5
Sullivan & Glanz: Version 3: 78 & ff.
Observation with specific data form
Goal Completion Evidence
Self-Assessment
Structured Reflection on Practice
Planning Documents
Teaching Artifacts
Student Learning Evidence/Work Samples
Other- Communications; Prof. Development Activities; Feedback from Others

11. Differentiated Levels/Options
1. Beginning Teacher
Directive-Informational
2. Experienced Teacher
Collaborative
Nondirective
3. Teacher Assistance
Directive control