Effective Teacher Supervision and Observation

Allow Kim Marshall, former Boston principal and author of Rethinking Teacher Supervision and Evaluation and the Marshall Memo, to support your district in making key improvements to your supervision and evaluation process. Kim argues that the conventional supervision and evaluation process is ineffective, and suggests a new system – short, frequent, unannounced classroom visits with face-to-face coaching conversations after each one – that has a strong track record of improving teaching and learning. 

“If superintendents want teacher evaluations to be accurate, fair, and consistent,” says Kim, “they need to address five issues within their districts: (a) getting principals to make enough classroom visits to see daily reality; (b) ensuring that every principal really does have a good eye for instruction; (c) polishing principals’ skills at giving feedback to teachers; (d) deciding how and when to use the district’s rubric; and (e) keeping student learning at the center of supervisory conversations.” (Marshall, 2013) 

You can choose from several of Kim’s workshops covering this approach.

Topics include:

  • Rethinking teacher supervision and evaluation
  • Mini-observations: operational details on coaching teachers with short, frequent, unannounced visits
  • Effective use of rubrics to set goals and sum up each teacher’s performance at year’s end
  • Simulating a full-year rubric evaluation using ten video clips of a teacher
  • Student perception surveys as part of teacher feedback and evaluation
  • Building principals’ skills giving teachers face-to-face feedback: on-your-feet double role plays with a video clip