Nolan & Hoover Supervision and Evaluation of the Novice Teacher

Nolan, J., & Hoover, L. A. (2005). Teacher supervision and evaluation: Theory into practice. Hoboken, NJ: John Wiley & Sons, Inc.

Chapter 10: Supervision and Evaluation of the Novice Teacher

Why are Novice Teachers a Special Case in Supervision and Evaluation?
•    Novice teachers experience a transition period in their first year. They are often thrown into a full load unlike other professions and consequently experience high levels of stress and frustration.

Supervising Novice Teachers Through Mentoring
•    The Role of Mentors: Meeting the Needs of Novice Teachers
    o    Novices travel through 5 stages according to Moir (1999). They are anticipation, survival, disillusionment, rejuvenation, and reflection. Mentors need to understand these phases and support them accordingly.
•    Mentor Selection and Professional Development
    o    Mentors should:
        •    Be lifelong learners
        •    Committed to their own personal development and growth
        •    Understand and be sensitive to others' perspectives
        •    Willing to partake in the experience and accept the additional responsibilities being a mentor brings
        •    Work well with others
        •    Be good communicators
        •    Demonstrate pedagogical content knowledge
        •    Be active listeners
    o    Mentors should receive mentoring professional development as well as monetary compensation. Structures should be in place to support mentors throughout the year.
    o    Mentors play a critical role in the lives of novice teachers.

Using a Professional Portfolio to Support Novice Teacher Supervision
•    Portfolios should be used as a supervisory tool to promote growth not as an evaluation device.
•    The Professional Portfolio: Artifacts and Reflective Statements
    o    Novice teachers may need guidance and support in creating portfolios. These items can be time consuming.

Supervision After the First Year: Now What?

Evaluation of Novice Teachers
    •    Basic Issues and Considerations
        o    Evaluation of novices and veterans should be different.
    •    Evaluation Standards
        o    Standards for Evaluation are the same.
    •    Evaluation Procedures
        o    Roles
        o    Data Sources
        o    Evaluation Process