The document discusses the history and evolution of teacher evaluation and supervision. In the early 2000s, the focus shifted from supervision to evaluation and from teacher behaviors to student achievement. Several studies from the late 2000s criticized prevailing teacher evaluation systems for failing to differentiate teacher performance or provide meaningful feedback. They treated teachers as interchangeable parts rather than professionals. Evaluations were infrequent, conducted by untrained evaluators, and did not identify areas for growth. To improve evaluation systems, student achievement should be linked to evaluations to incentivize teachers' professional development and expertise.

1. Instructional leadership
History of supervision and evaluation

2. The beginning of 21st century
• In the beginning of 21st century the emphasis
was shifted from supervision to evaluation
and from teacher behavior to student
achievement
• Tucker and Stronge promote the importance
of student achievement as a standard of
judgment in the evaluation process

3. Cont…
• Teacher evaluation can be evaluated by using
evidence from student gain in learning and
observation of classroom instruction
• They examine the supervisory system in 4
different school districts that used
instructional practices and learning gains.
• They forcefully supported the use of student
achievement information in teacher
assessment

4. Cont…
• In 2008 Rothmans and touch report ‘rush to
judgment’ provide a strong reaction on
teacher evaluation they said that current
supervisory system do not direct the quality of
instruction. teaching focuses on the authority.
In most cases it is noting more than marking
satisfactory or un satisfactory.

5. The Widget Effect
• In 2009, a similar study entitled The Widget
Effect (Weisberg, Sexton, Mulhern, & Keeling,
2009) heavily criticized teacher evaluation
practices in the United States.
• The failure of evaluation systems to provide
accurate and credible information about
individual teachers' instructional performance
sustains and reinforces a phenomenon that
we have come to call the Widget Effect.

6. • In 2009 TNTP( the new teacher
project)published the widget effect ; the
report which surveyed over 15,000 teachers
13,000 principals and 80 educational officials
in 12 school districts , concluded that U.S
public education system treats teachers as
interchangeable parts, rather than
professionals.
• The Widget Effect describes the tendency of
school districts to assume classroom
effectiveness is the same from teacher to
teacher.

7. • The failure to assess variations in instructional
effectiveness
• Prevents districts from identifying specific
development needs in their teachers.
• 73 percent of teachers surveyed said their most
recent evaluation did not identify any
development areas
• only 45 percent of teachers who did have
development areas identified and received useful
support to improve.
Specific findings indicate major flaws
in the teacher evaluation process

8. Final conclusion
• Evaluations are short and infrequent
• Conducted by untrained administrators
• Influenced by powerful cultural forces
• Evaluation systems fail to differentiate
performance among teachers
• As a result, teacher effectiveness is largely
ignored.
• Excellent teachers cannot be recognized or
rewarded

9. Lessons from History
• History has taught us that a well-articulated
knowledge base should not be used as a
prescription for teaching or teacher evaluation.
• A well articulated knowledge base is a pre
requisite for developing expertise in any
systematic way within any domain.
• True pedagogical development comes from
teacher self-reflection that results in clear goals
for improvement.
• If student achievement is not linked to teacher
evaluation, teachers have little incentive to
develop into experts.