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Empowering a Profession: Rethinking the Roles of Administrative Evaluation and Instructional Supervision in Improving Teacher Quality


by Edward F. Pajak & Angelique Renee Arrington — 2004

In this chapter, we first look at the history of administrative evaluation and instructional supervision within education. Then we review the current context of teacher accountability and the present uses of administrative evaluation and instructional supervision in efforts to improve teacher quality. Finally, to restore a balance between administrative evaluation and instructional supervision that will better ensure teacher quality, we recommend empowering the teaching profession by 1) actively including teachers’ unions as partners in systemic efforts to ensure teacher quality; 2) more fully embracing and expanding a graduate-level medical model of preparation to develop a generation of teachers who are highly qualified in both academic knowledge and pedagogical skill; and 3) adopting national “opportunity to teach” standards to uniformly improve teaching conditions in all schools so that highly qualified teachers remain in the profession.


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This article originally appeared as NSSE Yearbook Vol 103. No. 1.


Cite This Article as: Teachers College Record Volume 106 Number 13, 2004, p. 228-252
http://www.tcrecord.org ID Number: 18570, Date Accessed: 11/23/2017 6:51:08 PM

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About the Author
  • Edward Pajak
    Johns Hopkins University
    E-mail Author
    EDWARD PAJAK is a Professor currently serving as Interim Director of the Graduate Division of Education at Johns Hopkins University. Recent publications include “Loosely coupled organizations, misrecognition, and social reproduction” in the International Journal of Leadership in Education and Honoring Diverse Teaching Styles: A Guide for Supervisors.
  • Angelique Arrington
    Johns Hopkins University
    E-mail Author
    ANGELIQUE ARRINGTON is an Assistant Professor in the Department of Teacher Preparation at Johns Hopkins University.
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