The readings this week dealt with opposite perspectives about whether or not a supervisor (coach) can also fulfill the function of evaluator. I found myself taking copious notes on the opposing viewpoint (a supervisor can be an evaluator) in hopes of opening my eyes to this possibility. I am still left with the question... how can a trusting relationship be built when one person is making judgments about another person’s teaching practices? McGreal explains that three conditions must be present for effective coaching to occur by an evaluator. (Glanz & Neville, 1997). The final condition was one with which I struggled. “The administrator’s behaviors are scrupulously consistent with each of the functions.” (Glanz & Neville, 1997 p.96 ) To be scrupulously consistent with each function for every individual seems impossible. This makes me think that an effective coach/evaluator would have to be void of personal bias and feelings. I don’t think this is possible. How does one refrain from allowing the frustrations or celebrations of coaching from influencing an evaluation?
Nolan suggests that supervision and evaluation are not compatible in several ways (Glanz & Neville, 1997). He explained these incompatibilities as," basic purpose, the rationale for the experience, their scope, the inherent nature of the relationship, observation procedures, the role of expertise, and the teacher's perspective on the entire process."(Glanz & Neville, 1997 p. 101). Through this reading, I started to realize that although a supervisor/evaluator may feel strongly about fulfilling the same role, a teacher may not share that same perspective. In order for a supervisor to also evaluate effectively, a teacher, or the one being evaluated, must share that same belief in order for the coaching or evaluation to be effective. How do we help a teacher grow through coaching, if they are constantly looking at the coach as an evaluator? Can a teacher's perspective be changed? If so, under what conditions and how long would it take to change one's perspective?
I am left with questions regarding supervisor as evaluator, in relation to my role. If my role included evaluations, how would my relationship change with my preservice teachers? Would my residents feel comfortable enough to be transparent in regards to their thoughts and feelings? Would they feel free to make mistakes without worry? Would they facilitate the conversation regarding their practice? Could I evaluate students based on the current “performance” or would I allow past experiences to play into my judgment?
References:
Burns, R. & Badiali (in press). When Supervision is Conflated with Evaluation: Teacher Candidates’ Perceptions of Their Novice Supervisor.
Hoover, L.A., & Nolan, J.F. (2011). Teacher supervision and evaluation: Theory into practice. Hoboken, NJ: Wiley. (3rd edition)
McGreal, T. L., & Nolan, J. F. (1997). Issue 5: Can a supervisor be a coach? In J. Glanz & R. F. Neville (Eds.), Educational supervision: Perspectives, issues, and controversies, pp. 91-112. Norwood, MA: Christopher-Gordon Publishers, Inc.
Pavan, B.N & Harris, B.M. (1997). Issue 7: Is a Collegial Relationship Possible between Supervisors and Teachers? In J. Glanz & R. F. Neville (Eds.), Educational supervision: Perspectives, issues, and controversies, pp. 135-154. Norwood, MA: Christopher-Gordon Publishers, Inc.
Tschannen-Moran, B., & Tschannen-Moran, M. (2011). The Coach and the Evaluator. Coaching: The New Leadership Skill, pp. 10-16.