Peremptory Challenges Should Be Abolished: A Trial Judge's ...
Should Supervision be Abolished?
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Should Supervision be Abolished? Chris Duggan
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Should Supervision be Abolished?. Chris Duggan. What is Supervision?. The evaluation of teachers widely mandated Control teachers’ instructional behaviors Bureaucratic Function Inspection Control Direct Oversee. What was Supervision?. Conventional Supervision Classroom observation - PowerPoint PPT Presentation
Transcript of Should Supervision be Abolished?
Should Supervision be Abolished?
Chris Duggan
What is Supervision?O The evaluation of teachers widely
mandatedO Control teachers’ instructional
behaviorsO Bureaucratic Function O InspectionO ControlO DirectO Oversee
What was Supervision?O Conventional Supervision
O Classroom observationO Post-observation conferenceO Written report on fileO Directive control
O Teacher PerceptionsO DehumanizingO IntrusiveO Invalid
“Effective Teaching”O Characteristics of effective teachers:
O KnownO RecognizableO Dichotomous O StabilityO Consistency
AssumptionsO Generally accepted procedures
O Positive reinforcementO Setting clear goals
O Every class the sameO Teaching = learning prescribed
syllabusO One superior method of teachingO All students learn the sameO Supervisor has requisite expertise
ObservationO Effective teaching
O Not characterized by one set of behaviors
O Context-dependentO Observations of teachers are used
for evaluationO Need some measure of consistencyO No pre-specified procedure O Subjective commentary
TraditionO Traditional inspectorial model
O Inherited by many former British colonies
O Out-dated O Supervisory strategies for improving
teaching and learning O Systematic revision and validation
Blase, 1990O Address problematic nature
of administrative control O Open-ended questionnaires
O 276 teachers O Discussed political
practices of school principals
O Two major strategies emergedO Control O Protection
Blase, 1990O Negative effects on teacher involvement
and performanceO MoraleO Decisional discretion O Instruction
O School-wide negative effectsO MoraleO InvolvementO School Pride
O Undermine school-based academic and social standards. O Anger was the predominant reaction
Blase, 1990O Many control practices violated
basic:O Professional normsO Professional expectationsO Educational standardsO Human rights
Supervision, What is it Good for?
O Absolutely NOTHING? O Reform is Needed
FunctionsO Administrative O Professional Competence EvaluationO Instructional Development
What is a Professional?O Historically:
O Acquisition and application O Complex body of knowledge and skill
O Orientation toward the publicO Emphasis on an ethical or altruistic
approach toward clients.
Professional Competence Evaluation
O FrequentO High-stakes O Defined as
O MeasurementsO Interpretation of dataO Judgment of fitness to practice
autonomouslyO Professional students behave in accord
with their perceptions of how they will be evaluated
Professional Competence Evaluation
O Evaluation of competence for professional practice O Not a staticO Not one-time event
O Most professionsO Evaluation is sequential affairO Occurs at stages of selection for
educationO During professional educationO Certification or licensure
Professional Competence Evaluation
O General Dissatisfaction:O Narrow range of practice situations.
O What professionals actually do is very complicatedO Biased toward assessment of acquired knowledge
O Tradition of academic achievement testingO Devote little attention to direct assessment of
practical skillsO Indirect, vicarious impressions of skill acquisition
O Little attention given to assessment of professional or personal qualities O Honesty, judgment, work habits, maturity
O Validity
What is Professional Competence?
O Evaluators need to know before fitness for practice can be determinedO Expert opinionO Practice settingO Clientele O Problems encounteredO Nature of the professional roleO Not just the information experts think
beginners should master
What is Professional Competence?
O Senior professionals identifiedO Formally or informallyO Serve on committeesO Responsibility to develop evaluation
measures and procedures for entry into a profession
What is Professional Competence?
O Professional associationO Through expert committeeO Operational Definition
O Content of testsO Passing standards
O Common in the health
What is Professional Competence?
O Study personnel evaluation practicesO Derive up-to-date criteria and procedures O Democratically established criteriaO From representatives of different groups O Common interestO More likely to be:
O ValidO UsefulO FeasibleO Accurate
O The Joint Committee on Standards for Educational Evaluation (1988)O Report, The Personnel Evaluation Standards: How to Assess
Systems for Evaluating EducatorsO Addresses the competence evaluation problem
Measurement IssuesO Gold StandardO ReliabilityO ValidityO ConnoisseurshipO Rules of evidence
The Gold StandardO Error-free measurementO Scientific fact that is as close to truth as one can expect
O AERA/APA/ National Council on Measurement in Education (NCME) Standards for Educational and Psychological Testing (1985).O Definition of contentO Construct interpretations of tests for certificationO Importance of estimating the reliability of decisions (not
the reliability of test data)O Consequences of failure O Overall readiness assessment
O Develop a performance profile
ReliabilityO Estimate of how much the variance in
observed scores is a result of variance in true scores O Assume error scores are uncorrelated O Correlation between two sets of observed
scores must reflect the presence of true score variance O 2 sets of scores will be correlated only if they
have some factor in common (the influence of true scores)
O The degree of positive intercorrelation O Indication of the reliability of those scores
ValidityO The extent to which an instrument measures what it
purports to measureO Little research done on validationO Method variance in competence measures
O Assume variance is due to enduring traitsO Rule-out measurement methods as a source of variation
O Professional competence is neither visible nor tangibleO Presence or absence inferred O good indicators of competence
O Most commonO Test of acquired knowledge
ConnoisseursO Reliance on the judgment of skilled connoisseurs
O Not all features of professional practice can be quantified.O There is no "one best answer" to a professional problem or
questionO Connoisseurs are unbiased, fair in rendering decisions about
candidate competence, and effective at communicating their judgments.
O Certified AccountantO Fulfill a set of educational and apprenticeship requirementsO Receive a passing mark on the Uniform Final Examination
O Work that real accountants do O Each question is scored by a Board of O Prepare and calibrate its examiners O Room to use experienced professional judgment
Rules of EvidenceO The nature of good data changes O Multiple-choice tests of acquired
knowledgeO Narrow range of evaluation
O Broader definition of evidence is neededO SubjectivityO Qualitative judgmentO More than one right answer.
Bloom, 2011O Identical twins
O Gold standard for equality of:O GeneticsO Environment
O Marked inconsistencyO Organizational management of the classroomO Discipline O Workload
O Miscommunication and inconsistencyO Poor communication of expectations O Failure to effectively supervise O Adversely affected the quality of instruction at the schoolO School climate
O Masked a variety of problems
Bloom, 2011
Directive Control Non-Directive
Throw out the baby with the bath water?
Teemant, Wink, & Tyra, 2011
O Classrooms are becoming more and more ethnically, linguistically, and economically diverse
O Teachers are faced with the challenge of providing equitable instruction to all individuals
Teemant, Wink, & Tyra, 2011
O The Five Standards Instructional Model (FSIM)O The Center for Research on Education, Diversity
and Excellence O Sociocultural model O Vital for teaching in ethnically diverse classrooms
O Five-point Standards Performance Continuum (SPC)O Observation rubricO Valid and reliable O Objectively measure the integrity with which
teachers employ the FSIM
Teemant, Wink, & Tyra, 2011
O Empirically validated, performance-based model
O Individualized coaching sessions, following a 30hr workshopO Increase teachers’ use of the Five
Standards Instructional ModelO The individualized professional
development interventions were effective at increasing teacher adherence to the Five Standards Instructional Model
Teemant, Wink, & Tyra, 2011
O Longitudinal designO Inference of cause and effectO Increase in teacher use of the FSIMO Attributed to the coaching manipulation,
rather than differences in maturationO FSIM
O Empirically validatedO Clearly defined pedagogy
O SPCO Objective, performance-based
observation rubricO Performance targets are clearly defined
Teemant, Wink, & Tyra, 2011
O Represents the future of developmental supervisionO Identified empirically validated performance targets for
teachers O Provides a method for supervisors to promote and
objectively evaluate change O Flexible and individualized nature of the coaching model
O The FSIM and the SPC could provide supervisors with a useful tool O Articulating performance-goals in such a way that both
teachers and supervisors are explicitly aware of what is being evaluated.
O The FSIM also allows for teachers and supervisors to share ideas, regardless of initial skill.
Do we need supervision?
O YESO Professional CompetenceO Instructional Development
O Developmental SupervisionO Applying certain knowledge, interpersonal, and
technical skills O Direct assistance, group development, curriculum
development, professional developmentO Teach in a collective, purposeful manner uniting
organizational goals and teacher needs to acquire improved student learning.
