Abstract
Abstract The aim of this paper is to propose an instructional leadership model in which principals and supervisors shift from mistake finders to catalysts of teachers’ professional growth. This intended, differentiated supervision model in which teacher evaluation is embedded empowers teachers’ capacities, removes performance measurement agitation, and turns these practices into self-exploratory missions. The study is guided by constructivist principles and employs the current Education 2.0 supervisors’ online reports and interviews as data collection tools conducted by Discovery Education Local Trainers in Egypt. Findings of these reports and interviews underscore transforming inspectors’ roles into mentors and suggests a differentiated supervisory model. The study findings are also supported by an intensive literature review so that a blueprint of an integrative supervisory and evaluative model is clearly illustrated.
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