Gerald S.

Hibaya
EdM -102
March 16, 2019

Dr. Nancy Gonzales

Reflection in Linking Instructional Supervision, Professional

Development, and Teacher Evaluation

This reflection paper includes three topics to be reflected on what

have been discussed in class reporting in previous meeting. First thing
to reflect with is the linking instructional supervision which talks about
the connection between the supervisors and teachers. In this aim, the
two persons connect with each other for the benefit of our learners.

In this particular context, instructional supervision becomes an

integral component and process in the functioning of every school
(Sergiovanni and Staratt, 1998). There are different authors who are
defining the instructional supervision in many ways. Glickman (1992)
views instructional supervision as the actions that enable teachers to
improve the quality instructions for students and as an act that
improves relationship and meets personal and organizational needs.

Sergiovanni and Staratt (2002:6) describe instructional supervision

as the opportunities provided for teachers to develop their capacities to
students’ academic success. Therefore, instructional supervision
process is important because the merits of a proper instructional
supervision process could influence the improvement of the student’s
performance and of course, the teacher’s professional development.

According to Glanz (2010), teachers have a common challenge in

providing high quality education to their students. Those challenges
linked instructional supervision, teaching behavior, low-learning
performance of the students. Therefore, it has been identified that the
main purpose of instructional supervision process is to support and
sustain all teachers in their goal of professional development. This will
result to high quality of classroom instruction. Such holistic growth and
development of teachers rely on a system that is built with trust and is
supportive of teachers’ efforts to be more effective in their classrooms
(Beach and Reinhartz, 2000).

Linking supervision to teachers is not only for the teachers’

professional development, but also for the benefit of our learners.
Traditionally, we ought to educate the young ones for making their
future dreams in life.

The second topic is Professional Development. When we say

professional development, it speaks to the holistic growth of our
educators or even me as a teacher. Through equipping teachers, we
surely know that we can produce best students in a competent world
when they will be able to choose their future career.

The teacher qualification is consolidated from several learning

experiences (Miccoli, 1997) and these experiences and systematic
analysis of their own practice lead to their professional development
(Villegas and Reimers, 2005:p.9). This aims to, of course, the well-being
of our learners.

The studies developed focusing on the teacher professional

development (Anderson and Palm, 2017; Clarke and Hollingsworth,
2002; Desimone, 2009; Marcelo, 2009), seek by the means of specific
studies-theoritical and empirical; the effectiveness of the teacher
professional development and the consequent improvement in the
students’ performance that are approaching the teaching-learning
process.

Lastly, the teacher evaluation system talks about the assessment

of teachers’ performance all throughout the school year. Yes, we
educate our children because we knew that they are our future and they
will also guide to our future learners in the next generation. From one
generation to next, we seek to pass of what we knew and have learned
with the hope to ensure not merely the survival of our offspring, but that
our culture as well (Reagan, 1996).

Due to the importance of the education today, researchers have

been looking at how nations are restructuring their funding, governance,
teaching and evaluation to determine what effects they have on student
learning (Stedman, 1994). The reason is because it is believed that
international comparative studies can help researchers and educators
identify the factors that promote educational achievement, and which
correlate with excellence in school performance (Bradburb and Gilford,
1990; Griffith and Medrich, 1992; Lazer and June, 1992).

Above all, our objective as teacher is to fill in the students’ empty

mind so that they become more prepared in the future. We, teachers see
to it that we will never just teach for our own good, but for the good of
our students to have best quality life ahead of them.