Abstract
This article explores the tension between instructional supervision and teacher evaluation inherent in the professional literature and in practice. Moreover, it suggests engaging in formal appraisal processes less often to allow instructional leaders and classroom teachers more time for formative support for growth and improvement. Finally, this piece offers a range of formative development options and advocates teachers as educational professionals at a time when teacher quality and retention to the profession are paramount.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
