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Supervision and Evaluation
Teacher Supervision Philosophy and Purposes
The Grand Island Public Schools believe that teacher supervision -- which includes the evaluation process -- should be authentic and reflect the actual work of teachers. Teacher supervision should result in a positive and growth-evoking experience for the teacher, where feedback is provided and used to improve instructional effectiveness, and result in improved student learning opportunities and results.
The Grand Island Public Schools Teacher Supervision Process is based on five criteria: students’ learning and the four domains of teaching responsibility -- instructional planning, classroom environment, instructional process, and professional responsibilities. Quality supervision recognizes the complexities of good teaching and the value of good professional practice; promotes a positive environment for teachers’ professional growth and student development; is based on professional trust and collaboration; and is necessarily adapted to meet individuals’ needs and assignments.
The purposes for teacher supervision are as follows:
- To enhance teachers’ performance and instructional effectiveness in ways that directly improve student’ learning opportunities and results;
- To provide an objective assessment of overall performance based on students’ learning and the four domains of teaching responsibility;
- To support state law, board of education policies, and the district’s guiding documents; and
- To collaboratively establish professional goals that will improve teaching and learning.
It is the policy of the Grand Island Public Schools not to discriminate on the basis of race, color, national origin, sex, age, handicap, religion, or marital status in its educational programs, activities or employment policies as required by Title VI, Title IX, &Section 504.EOE/AA.