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Teacher Evaluation—One Practitioner's Jawboning

A third problem is the fact that supervision and evaluation are often viewed as one and the same process. Nothing could be more wrong. The historical evolution of supervisory practices and evaluative practives in schools has been primarily responsible for the fact that a great deal of confusion exists regarding these two processes. The essence of supervision is &dquo;growth.&dquo; The essence of evaluation is &dquo;judgment.&dquo; The mechanisms and practices by which