DEFINITION OF TERMS:

Glen Dawursk, Jr. MAED, BSED

Collaboration is the working together toward a joint intellectual effort. It is a key relational component within the student to teacher learning model, and within the peer-to-peer or principal to teacher supervisory paradigm.

Developmental levels include a teacher’s awareness, perception, reasoning, judgment, common sense, self-esteem, self-image, morality, knowledge, skill levels, thoughts, feelings, and the maturity of concept or idea formation.

Dynamic means the learning process or classroom teaching is characterized by continuous change, activity, or progress.

Expertise is the goal of every teacher. The teacher’s desire should be to have expert skill or knowledge in their field (education and learning) or content area. This also reflects on the teacher’s desire to be a life-long-learner.

Evaluation is judgment about the extent to which the teacher’s total performance satisfies the school’s expectations.  Evaluation of performance includes:  (areas described in teacher job description).

 A. Curriculum

 B. Planning

 C. Instruction

 D. Classroom Management

 E. Communication

 F. Evaluation

 G. Budgeting

 H. Qualifications

I. Other

Individual Supervision Plan is a written plan established between the administrator(s) and teacher which form the basis for supervision.  This will include:

 A. Goal(s)

 B. Methods of accomplishment (strategies)

 C. Time lines

 D. Evaluation

Job Description is a school board-approved job explanation of the responsibilities of a teacher.

Observation is the process of viewing the classroom interactions between teacher and students.

Observation Report is a written narrative that highlights classroom observations, lists teaching objectives, summarizes areas where positive reinforcement was used and describes the process used in developing the teaching skill selected for improvement. This follows Hunter’s teaching-learning model.

Primary Supervisor is an administrator who has the direct responsibility of establishing and monitoring the individual supervision plan for a designated teacher. In most schools this is a principal.

Real dialogue allows for an honest, forthright exchange of opinions, offers equality and respect in conversation, uses active listening, positively considers the context of all communication, and does not use authority or coercive influences to dominate the discussion.

Reflective decision maker uses a consciously critical attitude and considers all contextual factors when making instructional decisions.

Reflective inquiry can include action research, regular real dialogue among students, administration and/or peers, professional and personal blogs, peer task, sub-committees or , independent journaling, etc.

Secondary Supervisor is an administrator(s), supervisor or coordinator who works in conjunction with the primary supervisor to monitor the teacher’s individual supervision plan.

Self-regulated learners are intrinsically motivated to learn (andragogy), have the knowledge and skills set to accomplish the learning task, and are able to effectively use forethought, performance and self-reflection throughout the learning process.

Supervision is what the principal or other administrative supervisor does with teachers to improve their total performance.  Primarily accomplished by giving the teacher feedback about the classroom and helping the teacher to make use of that feedback in order to make teaching more effective.

 A. Establishment and monitoring of a written individual supervision plan.

 B. Observations

 C. Feedback (post-observation conference).

Supervisory methods include nondirective, collaborative, directive informational or directive supervision approaches and the use of appropriate interpersonal skills (active listening, encouragement, reflection, presentation, problem solving, negotiation, direction, organization, reinforcement, etc).

Teachable moment is when a teacher allows for a meaningful deviation from the planned lesson plan to make a point for learning. These moments are important as their connection to the material being taught allows the curriculum to become “real” or more practical to the student. However, these should not become too frequent as they can also distract from the overall goals of the course or curriculum and negatively affect the student and class outcomes.

Year-End Evaluation is the year-end evaluative report based on all components of supervisory process will be documented by the primary supervisor and placed in the individual’s personnel file. This report is written by the end of each school year and is an evaluation of the teacher’s total job performance.  It should include descriptive data, including the staff member’s assignment, a summary of performance related to the general area of responsibility, a summary of performance related to instruction, and recommendations for the next school year.