This qualitative study sought to understand the views of aspiring principals about teacher supervision and evaluation issues, including their perceived definitions of each. Thirty-two educational administration graduate students enrolled in an instructional leadership class participated in instruction on teacher supervision and evaluation. Findings indicated participants understood the concept of formative supervision but were less clear when defining teacher evaluation. Participants’ primary concerns with completing supervision and evaluation requirements during their first administrative job included having adequate time to be an instructional leader, and being able to deliver constructive feedback to low-performing teachers to influence and improve instructional practice quickly.
Available at: http://works.bepress.com/courtney_mckim/3/