Teachers’ and Principals’ Perceptions About Differentiated Supervision and Evaluation: A Lesson in Supervisory Reflective Practice

• In Event: Teacher Supervision and Evaluation: Perceptions From the Field

Abstract

The purpose of this mixed-methods study was to investigate teachers' perceptions about principals' supervision and evaluation in eight high-performing elementary schools in a large, urban Midwest school district, and how or to what extent principals perceive their supervision and evaluation of teachers as it is implemented in the form of individualized feedback and support of instructional growth. Thus, the specific purpose of this study was not only to examine the perceptions of teachers, but also to examine the perceptions of school principals in increasing teachers’ instructional capacity. By triangulating data from teacher surveys and principal interviews the researchers sought to better understand the factors influencing high student achievement and support of educator development, particularly as a reflective practice for administrators.

Authors

• Ian Mette, University of Arkansas

• Bret Range, University of Wyoming