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1700's Supervision of Education
Eduction was not though of as a professional field of study throughout the 1700's. However, it was still part of the community, and the glergy and government officials were hired to observe. Teachers were considered servants of the community. There were committees formed to montor instruction and quality of it. They had unlimited power and they could hire and fire as they pleased. Feedback varied among the committee members which meant miscommunication for teachers. -
1800's Rising Industry and Common School
There was a rising industry which meant rising need for education. Since there were more schools it made complex school systems. Teachers were hired and one teacher was made into the "principal" teacher. The job of the principal teacher was to help improve instruction. -
1850's Education Reform
More schools were forming around the country and were available for more people. "The Annual Report of the Superintendent of Common Schools of the State of New York:
Too much reliance ought not to be placed upon visitation to the schools, to give method to the teacher and efficacy to his instructions. Instruction is the primary object of visitation, and … more instruction can be given to teachers of a town when assembled together in one day." -
Early 1900's
Main goal was to prepare children for factory work. Teachers were observed by prinipals with differentiated feedback. It was much like the late 1800s, but there were two people changing the course of education. -
1929 - Edward Thorndike
The first push was by Edward Thorndike who started pushing the book written by Ellwood Cubberley titled, Public School Administration. Cubberley states that the schools should manage schools like factories. Teachers would be given specific feedback on their lesson. They would be graded on the A to F scale. The principal would state the weak points of the lesson, and then make suggestions. Student learning through testing would determine the effectiveness of the teacher and/or school. -
1929-William Wetzel
William Wetzel pushed Cubberley's book, however instead of treating schools like factories he said to evaluate them based on student learning. "He recommended three components as the basis for scientific supervision: the use of aptitude tests to determine the ability level of each child; the establishment of clear, measurable objectives for each course; and the use of reliable measures of student learning." (Marzano, 2011) -
Post WWII
After the war the teachers were starting to be looked at as individuals. It was about developing their skills and keeping their emotional needs in mind. Supervisors were to concentrate more on physical parts of the school rather than the instructional. They were to observe teachers, but look more at their emotional state and how things around the classroom looked. -
Supervision changes to Leadership
The idea that supervisors need to take on a leadership role was embraced. Supervisors need to extend democracy in furthering relationships with teachers. Common goals, cooperative and democratic methods of supervision, improving classroom instruction, promoting research to educational problems, and promoting professional leadership. -
MAT Program
Harvard's MAT (Master's of Arts in Teaching) Program was about developing Clinical Supervision. There were 5 phases of this form of supervision.
Phase 1: Pre-observation conference with the teacher
Phase 2: Observation within the classroom
Phase 3: Analysis of the data collected
Phase 4: Supervision Conference were conversation about data collected takes place and suggestions are made.
Phase 5: Analysis of the Analysis were practive was examined with rigor and review of the previos four phases. -
1980- Change Agents
Madeline Hunter's method of teaching came into play, and once again supervision was changing. She introduced her model of writing lesson plans which in turn formed how teachers were being observed. Supervisors looked for the following aspects of a lessons: anticipatory set, objective and purpose, input, modeling, check for understanding, guided practice and independent practice. This gave the teacher a guide on their lesson, but it also gave the principal a guide on how to "grade" the teacher. -
1985- Instructional Leader
Carl Glickman the author of Supervision of Instruction: A Developmental Approach stated that principals should be instructional leaders for teachers. They should do the following:
Be Direct assistance to the teachers
Help group development
Provide professional development
Be the curriculum developer
Conduct action research -
1990-1999
RAND Study was conducted about principals effectiveness. The study showed that principals have to be given a time line to do observations and feedback to teachers. Proper training for evaluators and instructional leaders. -
1996-Present
Danielson Model was introduced into the school system. This links teacher behavior to student acheivement. The Danielson Model has four domains that do overlap. In each domain a teacher is responsible for a list of expected behaviors and outcomes. The prinicpal is now the evaluator and leader rather than just a supervisor. Teachers are evaluated by a rubric and can get a grade of unsatisfactory,basic, proficient, or distringuished in each area. This model fits NCLB and the Common Core Standards. -
REFERENCE
Marzano, R., Frontier, T., Livingston, D. (2011) Effective Supervision. Retreived from: http://www.ascd.org/publications/books/110019/chapters/A-Brief-History-of-Supervision-and-Evaluation.aspx
