Rethinking teacher supervision and evaluation

Book Review
20.10.2016 1Book Review Session

Bibliographic Information
Title :Rethinking Teacher Supervision and
Evaluation
Author : Kim Marshall
Publication : Jossey- Boss
Year : 2013
Edition : Second
Pages : 232

About the
Author
Kim Marshall
was a teacher,
central office
administrator
and Principal in
Boston Public
schools

Kim Marshall
Coaches new
principals
Conducts workshops
on instructional
leaderships
Publishes a weekly
news letter Marshall
Memo which
summarizes the ideas
and research from
fifty publications

About the Publishers
Jossey-Bass publishes products and services to inform and inspire
those interested in developing themselves, their organizations and
institutions, and their communities. These offerings include print
and digital books, subscription content, e-Learning test prep,
webinars, and online courseware, workflow applications, websites,
and online assessment tools in all formats.

Reason for choosing this book
 As I am interested in the field of Educational
Supervision and Educational Evaluation, I chose this
book.
 My short experience of worked in Research and
Development division of an Educational institution
induced me to select this book.

Organization of the book
 The book has ten chapters

 School leaders are spending huge amounts of time on
a process that rarely improves classroom teaching.
 Research has shown that quality of the instruction is
the single most factor in student achievement.
 Every principal’s most important job is getting good
teaching in every classroom.

C2 Supervision and Evaluation

A research question
As a teacher , which two most improved your teaching and
your student’s learning?
1. Ideas from books and articles
2. PD workshops in school
3. Workshops and courses outside school
4. Supervision suggestions from administrators
5. End of year evaluations by administrators
6. Suggestions from colleagues
7. Team planning of units
8. Team looking at data
9. Student feedback
10. Natural Talent.

 Student feedback and natural talent got the maximum
votes
 Supervision suggestions from administrators did only
better.
 End of year evaluation by administrators did not get a
single vote

Less effective practices of teachers
 Lecturing to half tuned students.
 COPWAKTA syndrome
 – Calling On Pupil Who Already Knows The Answer
 Pile of uncorrected student papers on the teacher’s
desk.
 Working in Isolation. Cut off from helpful colleagues,
up-to date methods and technology.

How schools can counteract?
Hiring teachers who are intrinsically motivated, hard
working, talented team players
Pay teachers well and give them the respect and
professional development they deserve.
Principals to create a working conditions conducive to
good teaching . Positive school culture, a clear vision
and mission, curriculum clarity, high quality
assessments, good classroom materials and
technology, time for teacher team work, a sane
schedule and smooth operations.

Five core
functions of
supervision
and
Evaluation
Appraisal
Affirmation
Improvement
House
cleaning
Quality
Assurance

A logical model of how supervision and
evaluation should work
 Principals and teachers have a shared understanding
of good teaching
 Principals are in classrooms a lot and see every day
teaching in action.
 Principals are knowledgeable and perceptive
observers.
 Teachers get frequent feedback and coaching.
 Principals address mediocre and ineffective teaching.
 Student learning is the central to the process.

C3& 4 Mini- Observation

Most principals are addicted to HSPS- Hyperactive
Superficial Principal Syndrome
Trapped in the office dealing crisis one after another
Each day chopped up by interruptions
If escapes from the office wanders in the premises
without any systematic agenda.
Evaluation visits only if absolutely required
Teachers rarely get feedback and a very few authentic
conversation between the teachers and the Principal.

Mini Observation
1. Unannounced
2. Frequent- 10 observations a year for a teacher.
- How is the teacher handling the beginning, middle
and end of a lessons?
- How is the teacher handling the different classes and
/or subjects he or she teaches?
- Are there marked differences in the quality of
instruction in the morning, midday and afternoon?
- Is the quality of teaching sustained in different parts of
the week?

3. Short ( 10 minutes stay )
4. Face to face feedback
- Possible to communicate lot of things in few minutes
- Can get answers to questions.
- Teacher can correct an possible misunderstanding of
something during observation.
- Principal can sense whether teacher is ready to receive
the critical feedback.
- Can also help in general assessment of how the year is
going and the plans for the future.

- Best location for mini – feedback: Principal’s office or
Teacher’s classroom when student’s are not around.
5.Perspective- includes free range observations and detailed
checklists. HOTELS
- Hospitality. Warm and welcoming classroom
environment.
- Objectives.
- Teaching. Learning experiences skillfully orchestrated.
- Engagement
- Learning. Evidence of what being taught is learned.
- Safety. Students can focus in learning

6. Humble
Humility is the natural posture after mini- observations.
A good way to start a follow up conversation would be
“I was in your class for ten minutes and here’s what
struck me”
“I am curious about what happened after I left”
“ Can you fill me in on that? I am not too familiar within
the content”

7.Courageous
8.Systematic
9.Documented
- Most teachers prefer no writing in the class for
observation
- Next preference is use of note pad
- Mini observation- 10 minutes.
- Follow up talk- 5 minutes
- Writing the follow up note – 15 minutes.

10. Linked to teacher team work and school wide
improvement
11. Linked to end of the year teacher evaluation.
12. Explained the basic rationale behind mini
observation.
Let us watch a video on classroom observation

Learning Walk and Walk Through
 Carolyn Downey, in her book , The three minute
Classroom walk through has used the term walk
through.
 Walk through means a small team of administrators,
teachers or some outside observers periodically doing
a complete tour of the school focusing on particular
aspects of classroom instruction. ( For example,
student work on the walls).
 Learning walk is usually spending two or three hours
scrutinizing a school, sharing their impressions and
give a general report, either verbally or in writing.
20.10.2016 Book Review Session 26

Mini- Observation
 Although learning walks can be helpful and
informative, mini- observations are potentially the
most powerful strategy for improving teaching and
learning.
 They involve significantly more visits to all classrooms,
individual feedback to each teacher, and
individualized ,ongoing communication about
teaching and learning based on the observations.

C5 Curriculum Design

Curriculum calendar
Curriculum Unit Plans
Curriculum Lesson plans

C6 Interim - Assessments

Teaching and learning

On the spot assessments
 Individual accountability- students know that they may be
called at any time.
 Live data- Immediate insight into student’s misconceptions
 Future benefits- to the lesson to follow
 The retrieval effect- researches say quick assessment of learning
make students retrieve and review what they have learned, forges
better brain connection and improves long term memory.
 The growth mind set- sends an implicit message to students that
they can get smarter by working at understanding day by day.
 Some internal assessments can kindle the rational thinking of
the students.
Let us watch a video

C7 Rubrics

1.Deciding on the domains on the
competencies of Teaching
 Planning and preparation for learning
 Classroom Management
 Delivery of instruction
 Monitoring, assessment and follow up
 Family and community outreach
 Professional responsibilities.

2. Deciding on a rating scale
4. Highly effective
3. Effective
2. Improvement necessary
1. Does not meet standards

3. Sorting the criteria
A. Planning and preparation for learning
 Knows the major subject matter well and has a good
grasp of child development.
 Plans the year so students will meet the high standards
 Plans more units with big ideas and covering most of
Bloom’s levels.
 Plans on the spot assessments.
 Anticipates students misconception and addresses it.
 Designs lessons focused on measurable outcomes
 Designs lessons that target several learning needs, styles,
and interests.

3. Sorting the criteria….
B. Classroom Management
 Clearly communicates and consistently enforces high
standards for student behaviour.
 Is fair and respectful to students and builds positive
relationships.
 Fosters positive interaction with the students
 Develops students self –discipline and teaches them to take
the responsibility for their own actions.
 Maximizes academic learning time
 Uses incentives wisely to encourage and reinforce student
cooperation.

C. Delivery of instructions
Conveys the student that you can do it.
Activates students previous knowledge and hooks
their interest in each lesson and unit.
Uses clear explanations, appropriate knowledge, and
examples to present materials.
Has students actively think about, discuss and use the
ideas and skills being taught.

D. Monitoring assessment and follow up
Puts clear criteria for proficiency, including rubrics for
student work.
Frequently checks the students understanding.
Has students set goals , self assess , and know where
they stand academically at all times.
Uses data from interim assessment in adjust teaching,
re teach, and follow up with failing students.
Analyses data from assessments, draws conclusions
and shares them appropriately.

E. Family and Community outreach
Communicates respectfully with parents.
Gives parents clear expectations for student learning
and behaviour for the year.
Responds promptly to parents concerns
Makes parents feel welcome in the classrooms
Uses report cards to give parents feedback on their
children’s progress.

3. Sorting the criteria
F. Professional responsibilities
 Has good attendance
 Uses correct grammar and spelling in professional contexts
 Is punctual and reliable in paper work, duties and
assignments.
 Demonstrates professional demeanor and maintains
appropriate boundaries.
 Is ethical and forthright, uses good judgment and
maintains confidentiality
 Shares responsibility with others.
 Is positive team player and contributes ideas.
 Listens thoughtfully to other’s points

Creating the rubrics
 Can be downloaded from
www. Marshallmemo.com. Click on “Kim
Publications” and scroll down.

C8 Time Management

 Make sure staff know exactly what is expected in terms of classroom
instruction and discipline
 Use a good personal planning system for a year. month. week and day.
 Set up a schedule of meetings for key teams and make sure they
happen.
 Use a good system for writing things down, prioritizing and following
up.
 Put competent people in key roles and delegate maximum
responsibility to them.
 Frequently visit classrooms and team meetings and give teacher’s
feedback.
 Take care of yourself, including family, health, exercise, sleep and
vacations.
 Regularly evaluate progress and work on continuous improvement.
Let us watch a video on Time Management

C9 The Role of the Superintendent

Principal Evaluation Rubrics
 Diagnosis and planning
 Priority Management and Communication
 Curriculum and Data
 Supervision, Evaluation and Professional
development.
 Discipline and Family involvement.
 Management and external relations

 The core mission of formal education is not simply t o
ensure that students are taught but to ensure that they
learn.
- Richard Dufour.

 Kim Marshall brings the wisdom of a seasoned
principal and insights of a scholar/ researcher to this
analysis of instructional leadership. His work is
practical, smart and , most of all , clear and accessible.
 This book is a combination of real world experience
and visionary thinking creates a road map that has the
potential to alter the national landscape on teacher
supervision.
 As the core team of LVS, let us work smart, build
collaboration and close the achievement gap.

58Book Review Session20.10.2016

59Book Review Session20.10.2016

A
presentation
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Video Links
 https://www.youtube.com/watch?v=uQ8GsatlBwg
 https://www.youtube.com/watch?v=Lpau5YXk46Y
 https://www.youtube.com/watch?v=4RUIwiwZeEI

Rethinking teacher supervision and evaluation

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