The supervision process at my school district is as follows.

A teacher,

with less than ten years experience will be formally observed at least twice

per year, every other year, by an administrator. The administrator will give

an overall evaluation based off of at least two observations and the teacher

will either be considered satisfactory or unsatisfactory. The administrator will

recommend the teacher for reemployment or to not rehire. If the teacher is

not probationary and receives an overall unsatisfactory evaluation, they will

be enrolled in PAR. The following school year the teacher will be observed

and evaluated again, while having a mentor teacher from PAR. PAR is the

school districts process for assisting teachers to achieve an overall

satisfactory rating on their evaluations and observations. If a teacher is

unsuccessful after the PAR process, they can be recommended for

termination.

The most challenging aspect of supervising a teacher is to move

forward with termination. This is because a large amount of documentation is

needed to demonstrate a teachers inability to effectively manage a

classroom. On top of this, the termination process can last several years

because the district attempts to assist the teacher by providing them with

professional development and a mentor. As a site administrator, it becomes

a laborious process that may not result in the termination of a teacher. This

would be the most difficult part of the supervision process because I see the

administrators role in the district is to ensure that effective instruction is

taking place and that students are receiving the quality of instruction
necessary for them to continue to mature as learners. When the termination

process begins and doesnt result in a termination, it would be extremely

frustrating because of the ridiculous amount of time and effort that the

administrator had to go through to initiate the termination process. It brings

into question the effectiveness of a district to provide quality instruction and

to provide a safe learning environment for all students.

Personally, my role has been to give feedback as often as possible to

teachers to encourage those that are effective and to assist those that are

not. As a vice principal, I have the responsibility to ensure that I am an

advocate for students and that I utilize factual evidence to demonstrate my

claims. It is expected that administrators have the difficult conversations that

could occur when supervising the instruction at a site. I have had these

conversations and they only become difficult when a teacher refuses to hear

the evidence that demonstrate my claims. As an instructional leader, it is

crucial that I provide effective feedback and offer support as needed so that

teachers continue to flourish and grow.

Overall, I believe that I have been very forward with my current staff as

to how effective their instruction is. It is important to me, as their supervisor,

that they understand the role that the students play in their classroom and

how that should have a direct effect on their instruction. The demographics

and attitudes of each classroom changes from year to year, and even, from

day to day. To be able to keep up with those changes, a teacher should not

be teaching the same exact lesson from years past. Teachers must have an
understanding that instruction should be modified based off the population

of students they teach and effective research based practices. It is my role to

continue to support teachers growth in the area of instruction by utilizing

the observation and evaluation process while maintaining a nurturing,

professional relationship with them.