Special Issues in Supervision

and Evaluation

by Ms. Marian G. Vinluan

1)Provide an appropriate list of questions and
scenarios to ask of a potential teacher for your
school

2)Create a list of desired qualities in a potential

teacher that would support the goals and needs of
your school

Desired
3)Determine pertinent policies and/or applicable

Competencies
laws regarding dismissal of teachers

: 4)Determine pertinent policies and/or applicable

laws regarding due process and a remediation plan

5)Create a remediation plan to address the needs of

a problem teacher
 Interviewing is an important
Teacher step in the job search process. For
teachers, interviews are especially
Interview critical because the position
requires strong presentation and
Questions interpersonal skills. Thoughtful
planning for your next interview
can help you feel confident and
prepared.
Most Common Teacher Interview
Questions.

• 1. Why do you want to teach?

• 2. What makes you a good fit for this school?
• 3. What characteristics do students want their teachers to possess?
• 4. How does a teacher's personality affect their success?
• 5. What role does discipline play in teaching and what is your approach?
• 6. How do you incorporate parents/guardians into students' education?
• 7. What do you believe is the role of technology in the classroom?
• 8. Tell me about your teaching philosophy.
• 9. What questions do you have for us?
• 10. How do you handle a parent that blames you for a child’s poor performance?
 • While different employers will seek out different qualities
in candidates based on the school and opening, there are
several things hiring managers are typically seeking in
their candidates:
What 1. Relevant skills
employers Employers will likely first ensure you’ve got the basic
skills to meet their needs. Depending on the opening,
look for in they may also be looking for teachers with specific
specialties or technical skills such as bilingual teaching
teacher experience.
2. Qualifications and certifications
candidates? Most employers will also ensure you’ve got the right
background in education and training to teach the
subject matter. Depending on the school, they may be
looking for specific experience or certifications.
 3. A good fit for the culture
This can include qualities such as
What dependability, responsibility, innovation,
creativity, patience or adaptability, as well as
employers being a strong team player.
look for in
teacher 4.Enthusiasm for the role
It's important that teachers enjoy teaching,
candidates? as well as interacting with students and other
teachers, and that they bring enthusiasm to
the role.
Top qualities • There is a huge difference between
becoming a teacher, and becoming a good
and skills of teacher. Good teachers have a huge impact
a good on learners and help them engage in lifelong
learning. Good teachers can make a world of
teacher. difference on a child from any age.
 Traits of a good
teacher.
Teaching is such an important and noble profession, but there are
some characteristics that can really help you be an even more effective
teacher. Every teacher is different, and that’s a good thing. Different
teachers can reach different students in unique ways, which is valuable
for their success. However, there are some fairly consistent traits
among great teachers.
 • Patience
Every student will have their own unique
struggles. Some will have a difficult time reading.
For others, math will not come easily. For others,
Traits of a being able to sit still during school is the struggle!
Patience in a teacher is key to helping students
good overcome their struggles. With large classrooms
teacher. and many students who are all different, patience
is a must for a good teacher. And, demonstrating
patience as a teacher is a great way to be a role
model to students. Patience is an important
characteristic for effective teachers in both
practice and as a model.
• Empathy
Empathy is an important quality for teachers.
Children and youth have big feelings and are often
dealing with more than we know outside the
classroom. As a teacher, it’s important to be able to
empathize with what they are feeling, even if it may
not seem like a big deal. Children and youth need to
have their emotions validated in order to understand
and process them well. This is crucial in helping them
become emotionally mature. Teachers who aren’t
empathetic can’t help students overcome real
difficulties, trivial or severe. As a teacher it’s vital to be
able to put yourself in a student’s shoes and help them
feel understood. When you teach, it's important to be
sensitive and thoughtful to make sure the learners feel
they're in a safe environment.
• Drive for self-improvement.
A great teacher should be able to look at
themselves objectively and see where they can
improve. That can be in teaching methods, subject
matter, or people-skills. When teachers can review
themselves and know where to focus their attention,
they can become even better. Teachers should also be
willing to engage in lifelong learning, whether that be
going back to school for a master’s degree, attending
conferences to help them learn more about
education, or reading books and articles about their
field. Anything that teachers can do to increase their
understanding is vital to their success. Educators who
are willing to learn as well as teach are important to
the future of learning.
• Adaptable.
When working with other people, students or
other teachers alike, certain expectations may not
always be met. Your teaching methods may not work
in a certain way with a certain class, schedules may
change, adjustments may need to be made with little
or no notice. A great teacher can adjust their teaching
methods and expectations so they can still find
success. They are willing to always evaluate what is
working for their students, and adjust where needed.
This trait is vital for teachers who want to help each
unique individual find success in their classroom. It's
an important characteristic when teaching to always
move your lessons around in the way that promotes
learning in the best possible way.
 Skills of a good teacher.
When it comes to teaching, there are also many interpersonal skills that
teachers need in order to reach the next level of success.

• Suspension of bias.
A teacher won’t be able to accurately assess the needs of students
if they can’t see past bias. They need to be able to objectively look at
each student to help them in whatever way they need. Additionally,
bias could prevent teachers from presenting material correctly and
accurately. So teachers need to be able to suspend their personal bias
in order to do the best for their students. Learning needs to be done in
a safe environment, so when you teach you need to remove anything
that can make you see students in a less favorable light.
• Stress management.
Teachers are faced with stressful situations every day. They need to
be able to keep their cool in order to be good role models for their
students. Outbursts could be discouraging or even frightening for
students, leading them to lose trust and interest in education. It could
also lead to a loss of respect from students, which can create chaos in a
classroom. Stress management is key to being a great teacher. As you
teach, it's important to be prepared for all kinds of situations that can
arise. Make sure you can create a great learning environment no matter
what comes.
• Communication.
Teachers need to be good communicators in able to meet the needs
of their students. They can’t effectively assess the needs of students if
they can’t communicate openly with them. Teachers also need to be
able to communicate with other teachers and parents well.
Communication is key for teachers to be successful in their profession.
Learning and teaching are connected through good communication.
• Teaching rather than instructing.
A good teacher should be focused on making sure their students
truly understand the material, rather than just lecturing and hoping it
will compute. Great teachers are concerned with the retention of their
students, making sure they really know and can do the work, not just
checking off the boxes for the lesson plan. Great learning comes from
teachers who are focused on that comprehension.
 How to become a better teacher?
There are a variety of things that teachers can do to become even better in
their profession including:

• A master’s degree that can help you learn more about the educational field and improve
your skills.
• Attending education conferences to help you connect with and learn from other teachers.
• Reading articles and blogs about new studies in education and new teaching techniques.
• Listening to podcasts to help you increase your knowledge.
• Connecting with other teachers on social media to help you gain new insights.
• Asking colleagues and superiors for insights.
• Having these skills are vital to helping you become a great teacher. Experienced teachers
and principals learn how to identify the best candidates for teaching positions quickly; that
makes it essential to embody the qualities of a great teacher not just in the classroom, but
throughout job applications and interviews.
TEACHER AND
SCHOOL STAFF
CONSTITUTIONAL
RIGHTS.
• Constitutional provisions provide protection to teachers and school staff
at public schools that are generally not available to teachers at private
schools. Since public schools are state entities, constitutional restrictions
on state action limit some actions that public schools may take with
respect to teachers or other employees.
Rights that are constitutional in nature include the following:

• Substantive and procedural due process rights, including the teacher right to receive notice
of termination and right to hearing
• Freedom of expression and association provided by the First Amendment
• Academic freedom, a limited concept recognized by courts based on principles of the First
Amendment
• Protection against unreasonable searches and seizures by school officials of a teacher's
personal property
• Though private school teachers do not generally enjoy as much of the constitutional
protection as public school teachers, statutes may provide protection against
discrimination. The CIVIL RIGHTS Act of 1964, for example, protects teachers at both public
and private schools from racial, sexual, or religious discrimination. Private school teachers
may also enjoy rights in their contracts that are similar to due process rights, including the
inability of a private school to dismiss the teacher without cause, notice, or a hearing.
DENIAL OR REVOCATION OF
TEACHING CERTIFICATE.

• Courts have held consistently that teaching certificates are not

contracts. Thus, requirements to attain or maintain a certificate may be
changed and applied to all teachers and prospective teachers. The
certification process is administered by state certifying agencies in each
state, and most of these agencies have been delegated significant
authority with respect to the administration of these rules. Despite this
broad delegation, however, the state agencies may not act arbitrarily,
nor may these agencies deny or revoke certification on an arbitrary
basis. Some state statutes provide that a certificate may be revoked for
"just cause."
TEACHER DISMISSAL.
• A school must show cause in order to dismiss a teacher who has attained tenure status. Some state
statutes provide a list of circumstances where a school may dismiss a teacher. These circumstances are
similar to those in which a state agency may revoke a teacher's certification.

• Some causes for dismissal include the following:

• Immoral conduct
• Incompetence
• Neglect of duty
• Substantial noncompliance with school laws
• Conviction of a crime
• Insubordination
• Fraud or misrepresentation
DUE PROCESS RIGHTS OF TEACHERS
AND SCHOOL STAFF.

• The Due Process Clause of the Fourteenth Amendment, like its

counterpart in the Fifth Amendment, provides that no state may
"deprive any person of life, liberty, or property, without due process of
law." This clause applies to public school districts and provides the
minimum procedural requirements that each public school district must
satisfy when dismissing a teacher who has attained tenure. Note that in
this context, due process does not prescribe the reasons why a teacher
may be dismissed, but rather it prescribes the procedures a school must
follow to dismiss a teacher. Note also that many state statutory
provisions for dismissing a teacher actually exceed the minimum
requirements under the Due Process Clause.
TEACHER CONTRACTS.

• The law of contracts applies to contracts between teachers and school

districts. This law includes the concepts of offer, acceptance, mutual
ASSENT, and consideration. For a teacher to determine whether a
contract exists, he or she should consult authority on the general law of
contracts. This section focuses on contract laws specific to teaching and
education.
RATIFICATION OF CONTRACTS BY SCHOOL DISTRICTS.

• Even if a school official offers a teacher a job and the teacher accepts
this offer, many state laws require that the school board ratify the
contract before it becomes binding. Thus, even if a principal of a school
district informs a prospective teacher that the teacher has been hired,
the contract is not final until the school district accepts or ratifies the
contract. The same is true if a school district fails to follow proper
procedures when determining whether to ratify a contract.
TEACHER'S HANDBOOK AS A
CONTRACT.

• Some teachers have argued successfully that provisions in a teacher's

handbook granted the teacher certain contractual rights. However, this
is not common, as many employee handbooks include clauses stating
that the handbook is not a contract. For a provision in a handbook to be
legally binding, the teacher must demonstrate that the actions of the
teacher and the school district were such that the elements for creating
a contract were met.
BREACH OF TEACHER CONTRACT.

• Either a teacher or a school district can breach a contract. Whether a

breach has occurred depends on the facts of the case and the terms of
the contract. Breach of contract cases between teachers and school
districts arise because a school district has terminated the employment
of a teacher, even though the teacher has not violated any of the terms
of the employment agreement. In several of these cases, a teacher has
taken a leave of absence, which did not violate the employment
agreement, and the school district terminated the teacher due to the
leave of absence. Similarly, a teacher may breach a contract by resigning
from the district before the end of the contract term (usually the end of
the school year).
Ways to Improve Teacher
Professional
Development
1 – Model What is Being Taught

Professional development should teach using the methods being

taught.
 Some students learn by seeing. Others learn by hearing. Others learn by
doing. But no one learns one way. So, when you have many ways of
teaching material, nearly every student learns better.
2 – Commit to Personal Professional Development

• Kaizen is a Japanese term for “continuous improvement.” Kaizen is a

mindset. Organizations following Kaizen look at a system as a whole
and make slow, small steps to improve.
3 – Understand and Use Micro Teaching Practices

• In John Hattie's updated ranking of effect sizes on student achievement,

microteaching is near the top. 
• Microteaching is
“a video recording of a lesson with a debriefing. The lesson is
reviewed to improve the teaching and learning experience.”
• Most teachers have a device that can record video. If we use our phones
to record small portions of our lessons, we can use microteaching to
improve. Certainly, there is a method of improving through
 microteaching.
4 – Use Student Feedback to Shape Learning with Just in Time
Learning Strategies

• Formative assessment can help teachers understand how students are learning.

Formative assessment is a snapshot of how knowledge is forming in a student's
mind. Instead of asking one student what they know, you can ask the whole
class.
• The point that can make all the difference. But what does a teacher do when
students aren't learning? When a teacher realizes students aren't learning is
perhaps when the greatest professional development could happen. There are
several strategies a teacher could use today, however, each of them has
limitations and reasons teachers don't. Perhaps if we understand these, we can
work together to improve just-in-time learning strategies for teachers.
An Instructional Coach

• The business world has “life coaches.” Education does have “instructional coaches.” Unfortunately, in some
schools, these instructional coaches also have administrative responsibility.
• To understand a common problem with instructional coaching, let's look at the business world for a moment.
For example, in the business community, a life coach is typically not someone in your chain of command. The
person doesn't have the ability to evaluate you. The “life coach's” job is to help the person. Often a life coach
doesn't even work for the company of the person they are coaching.
• In the education world, instructional coaches can be called by a teacher for help. However, if the coach is
helping a teacher improve in an area, that needs to be confidential. If, however, the instructional coach makes
a beeline to the principal, let's see what could happen. Let's say the coach told the principal,
• “Mrs. Jones has me helping her with a classroom management problem.”
• Now, suddenly the principal thinks Mrs. Jones has a huge problem.
• In reality, however, every single teacher on staff has problems and areas to improve. Mrs. Jones is just the
only one asking the instructional coach for help. Mrs. Jones may be one of the best teachers on staff, but she's
penalized for getting help to improve her teaching.
• Until schools make it ok to admit struggles and get confidential help, teachers will keep their personal pd
needs private. Teachers won't ask for help even when student formative data shows they need it if their
request for help is misunderstood or even worse – used against them.
Just In Time Resources

• Many teachers use YouTube and other video services to search for help.
For example, if they have a problem with Google Classroom, a video
tutorial may do the trick.
• However, with a few exceptions, edtech seems to dominate the teaching
videos available on YouTube. It is hard to find answers for classroom
problems like classroom management by searching YouTube.
Books, Videos, Courses, and Conferences

• Teachers can find books, videos and courses to help them on an issue.
However, typically curriculum directors or district officers determine
how money is spent. Teachers have a difficult time getting money for
individual opportunities. If they ask for it, they have to justify their
need and may end up in the same situation they often have with some
instructional coaches – they have to admit the problem they are trying
to solve.
• One problem with materials such as this is that classroom teaching is
evolving so rapidly. So while a content creator may have a Ph.D.,
sometimes they may not be as relevant as a classroom teacher. Many
teachers love Teachers Pay Teachers while others frown on the
resources because they prefer traditional textbook companies.
5 – Unconferences

• An unconference is a participant-driven meeting. The term "unconference" has

been applied, or self-applied, to a wide range of gatherings that try to avoid
hierarchical aspects of a conventional conference, such as sponsored presentations
and top-down organization.[1][2]
• Typically at an unconference, the agenda is created by the attendees at the
beginning of the meeting. Anyone who wants to initiate a discussion on a topic can
claim a time and a space. Some unconference sessions (for example at FooCamp
or BarCamp) are led by the participant who suggested its topic; other unconference
sessions are basically open discussions of the session topic.
• An "unconference" is particularly useful when participants generally have a high
level of expertise or knowledge in the field the conference convenes to discuss.

(ref. https://en.wikipedia.org/wiki/Unconference#)
Where Do We Go From Here?

• Personalized learning is the conversation in student learning today. It should be

for teachers as well.
• We know professional development as it has always existed isn't working. We
also know that we must improve teacher knowledge and learning.
• What many people don't know is that teachers don't have much time. I have had
years with too many “duties.” Those are the years I didn't innovate. You can't
innovate like a turtle when you're working like a dog.
• So, first, we need to make sure that teachers have time to learn. Let's streamline
paperwork. Let's remove non-teaching duties. Let's help teachers focus on
teaching and learning about teaching.
• Second, teachers must personally commit to learning. If we teachers are freed up to learn and use it to hang out in the
teacher's lounge and bash students, we aren't innovating like a turtle – we're becoming toxic waste. As a teacher, it is my
professional duty to level up and learn continuously.

• And third, I think we need to let teachers have a major role in vetting and determining how they'll learn and what they'll
do with their PD. We should give teachers the financial resources and the time to go to professional learning
opportunities. While teacher shortages are a problem in many places, we can't shortchange teaching professionals and
keep them from learning how to become better teachers. Effective professional development should be a priority.

• If personalized learning works, perhaps it should start with teachers.

• Let's learn. Let's become better teachers. And let's be part of the evolution of teacher professional development. It's about
time.
REFERENCES:
• https://www.coolcatteacher.com/5-simple-ways-improve-teacher-pro
fessional-development/
• https://www.indeed.com/career-advice/interviewing/teacher-intervie
w-questions
• https://www.randstad.co.uk/career-advice/job-profiles/top-5-
qualities-characteristics-a-good-teacher/
END
THANK YOU!!!!