Focusing on evaluation of teacher development? a model for school-based supervision
Collins, A. B.
Eğitim ve BilimEducation and Science
Turk Egitim Dernegi,Turkish Education Association
64 - 71
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Please cite this item using this persistent URLhttp://hdl.handle.net/11693/49068
AH aspects of woık, and even play, retjuire an allusive entity called supervision, Supervision models vary from loosely organized structures, to strict aclivity overview. The ‘instructional supervisoıy role’ may be one or several individuals, vvorking to assist school personnel to perform betler. They may be from outside the school (ie. national inspection system) or the principal or department head or senior instructor. As in other countries, Turkey has private and State schools. Both are subject to regular inspection by a centralised National İnspection System. Hosvever, in order to overcome shortfalls of the National İnspection System, private schools have established their own teacher evaluation programs. This paper assesses current private school-based supervision praclices. It is infended to provide a school-based supervision model, through which private secondary schools may improve their performance and accountability while enhancing teacher quality.