Ruhaak Alert Issue 28, Winter Brain-based learning is the integration of neuroscience research and theory, education theory, and instructional practice used to address the specific needs of individuals student learning. This alert describes brain-based learning and how it works in addition to reviewing the current research on the topic. Bedesem and Brian R. In this Alert, the authors review the literature on self-monitoring as it has been used for attention and performance in the classroom.
A Brief History of Supervision and Evaluation Before providing the specific suggestions for the initiatives described in Chapter 1, it is useful to consider the history of teacher supervision and evaluation in the United States. We include the topic of evaluation in our review because it is so commonly linked to supervision.
The Early Days of Supervision and Evaluation In the s, education was not considered a professional discipline or field of study. Early towns in the United States turned to existing power structures, such as local government and the clergy, to hire teachers and make judgments about their teaching.
Clergy were considered logical choices for this role because of their extensive education and presumed ability to guide religious instruction in schools Tracy,p.
The teacher was considered a servant of the community. Individual supervisors or supervisory committees were charged with monitoring the quality of instruction.
Because there was no necessary agreement as to the importance or nature of pedagogical expertise, the quality and type of feedback to teachers was highly varied. A rising industrial base and the common schooling movement that extended through the s spawned large urban areas with more complex school systems.
In these larger schools and districts, a demand grew for teachers who held expertise in specific disciplines and for administrators who could assume increasingly complex roles. One teacher within a building was often selected to assume administrative duties.
This "principal" teacher ultimately grew into the role of building principal. The trend toward specialized roles started in large urban districts and soon spread to smaller cities and rural areas Tracy, About this time, it was acknowledged that clergy didn't necessarily have the knowledge base to make informed judgments about teacher effectiveness.
Tracy explains, "Rather than simply understanding the mores of the community, the supervisor now needed to have subject area knowledge and teaching skills" p. Clearly, clergy were not trained for such a role.
By the mids, the view of teaching was that it was a complex endeavor requiring complex feedback if expertise was to be fostered.
Blumberg notes that at this time supervision began to focus on improving instruction. Too much reliance ought not to be placed upon visitation to the schools, to give method to the teacher and efficacy to his instructions. Instruction is the primary object of visitation, and … more instruction can be given to teachers of a town when assembled together in one day.
Within a given county, superintendents traveled from community to community and school to school, proselytizing for more effective instructional practices. As one superintendent stated, "The only salvation for the republic is to be sought for in our schools"p.
The period from the beginning of formal education in the United States up to the mids saw the dawning of the awareness that pedagogical skills are a necessary component of effective teaching. Although there was little or no formal discussion about the specifics of these skills, the acknowledgment of their importance might be considered the first step in the journey to a comprehensive approach to developing teacher expertise.
The Period of Scientific Management The latter part of the 19th century and the early part of the 20th century were dominated by two competing views of education. One was embodied in the writings of John Dewey.Recently I acted as cognitive coach to two teachers at Marina Village School in El Dorado Hills, California.
Christina Linder is an 8th grade teacher with a global, intuitive teaching style, and Jan Whitaker is a 7th grade teacher whose teaching style is detail-oriented and analytical.
Arleta High School will challenge every student to attain academic and personal success through a rigorous and relevant curriculum that is supported by positive relationships. Just as there is no simple system for evaluating the quality of faculty research, there is no simple system for evaluating the quality of faculty teaching.
However, by thinking carefully about the purposes of evaluation, and by crafting multiple methods of evaluation that suit those purposes, one. Many colleges actually use this method to teach up and coming teachers the value of self-reflection. Student Observation: Students are very observant and love to give feedback.
You can hand out a simple survey or questionnaire after your lesson to get students’ perspectives about how the lesson went. This day or ‘seasonal period’ as most corporate workers know it as is called the annual self evaluation period (other terms you’ll come across to mean the same include; self appraisal and self assessment).
Writing your self evaluation during performance review time can be a challenging task. Selecting the right phrases and words to describe your performance on a self evaluation form is a difficult task for just about everybody.