1. Distinguishing Supervision from Evaluation PSSC Webinar 2/25/13 Dr. Jim Nolan Penn State Hermanowicz Professor of Education

2. Part 1- Why Should You Care? Why should anyone care about developing a common language for talking about supervision and evaluation? Isn’t it just a matter of semantics that only academics care about?

3. Reason to Care 1 Education is a low consensus field of study We don’t always (often?) agree on definitions People in other fields have common definitions Consider Education: Whole language; Cooperative learning; Teacher effectiveness; Professional learning community In Contrast to Physics Velocity/Acceleration Mass/Weight

4. Reason to Care 2 Most teachers and even some administrators do not make any distinction between the two The unintended result is that they see “observation” “supervision”- and “evaluation” as synonymous terms.

5. Reason to Care 3 The distinction is not just theoretical. It is very practical The distinction between supervision and evaluation has real implications for the behavior of both the supervisor and teacher When the distinction is not clear, teachers treat everything as evaluation McGreal called this “ common law evaluation”

6. Part 2- 7 Dimensions That Shape the Differences Between E & S Purpose Rationale Scope Nature of the Relationship Knowledge and Expertise Standardization/ Differentiation Teacher Perspective

7. Comparing the Purposes of Supervision and Evaluation Evaluation An organizational function designed to assess and make judgments about the quality of teacher performance/competence and identify areas for growth Think PSSA/Foresight Supervision An organizational function designed to enhance/promote teacher learning and growth and, as a consequence, improve student learning. Think Daily Instruction

8. Rationale for Evaluation Evaluation fulfills the state’s obligation to protect children/adolescents from being harmed since they are required to attend school.

9. Rationale for Supervision Teaching is a complex activity that requires lifelong learning and can be better understood by two professionals or more working together.

10. The Scope of Evaluation Evaluation is global and comprehensive in scope. Non-instructional duties Instructional responsibilities (total picture)

11. The Scope of Supervision Supervision can and should be narrow in scope. Focusing on one specific aspect of classroom teaching Promotes in-depth learning

12. Nature of the Relationship in Evaluation In evaluation the relationship is hierarchical and distant. The evaluator must make objective (as possible) judgments about the teacher’s performance.

13. Nature of the Relationship in Supervision In supervision the goal is for the relationship to be collegial with both partners contributing expertise to the process.

14. Whose Knowledge Counts in Evaluation? In evaluation, the evaluator has more expertise. By law, only certificated personnel can do evaluations. This implies special expertise. The evaluator is assumed to have more knowledge

15. Whose Knowledge Counts in Supervision? In supervision, expertise is shared. Both partners bring different but equally important knowledge and skills to the process. Learning is enhanced when both partners contribute

16. Differentiation in Evaluation?? A Definite No No In evaluation the assessment process must be standardized and due process oriented. Everyone in the same job category must be evaluated by the same criteria using the same process.

17. Differentiation in Supervision! A Must In supervision the learning process should be personalized and differentiated to fit the needs of the teacher.

18. The Teacher Perspective on Evaluation In evaluation, teachers see the evaluator as a drama critic. Need to put their best foot forward. No “Opening Nights”

19. The Teacher Perspective on Supervision In supervision, teachers are free to experiment with new strategies Non-judgmental support from the supervisor enhances risk taking