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The Role Of The Formal Observation In Promoting Reflective Practice, Merryl B. Brownlow
The Role Of The Formal Observation In Promoting Reflective Practice, Merryl B. Brownlow
Dissertations
Acheson and Gall (2011) wrote about the tension between teacher evaluation and clinical supervision. In their research they discuss the intent of clinical supervision to be a model for coaching and supporting professional growth as compared to more traditional models of teacher evaluation that were often associated with fear as a motivator. This program evaluation examines the nature of the formal observation in the teacher evaluation process and seeks to explore its role in developing reflective practitioners and promoting professional growth. This study involved researching the perspectives of teachers and administrators regarding their perceptions of the value of the formal …
23 Illinois Administrative Code 50: Redefining The Formal Observation In Teacher Evaluation; A Policy Advocacy Document, Merryl B. Brownlow
23 Illinois Administrative Code 50: Redefining The Formal Observation In Teacher Evaluation; A Policy Advocacy Document, Merryl B. Brownlow
Dissertations
This document explores how a change in the definition of the formal observation may improve the teacher evaluation system in the state of Illinois. Currently, the formal observation must be conducted in person as defined by administrative code. In an effort to increase the value and impact of the formal observation as a tool for reflection and professional growth, this paper advocates for a videotaped alternative as an option in addition to the current in-person model. The intent of including a videotaped option is to empower the teacher in the process and increase ownership for building skills as a reflective …