Supervisão pedagógica e crescimento profissional no processo de avaliação de desempenho docente

Educational supervision is considered by many authors and lawmakers, as an asset and an essential contribution to the growth and (re)qualification of school organizations, as well as to the continuous improvement of the educational service it provides. Therefore, it should be understood as an educational tool at the service of teachers throughout their career (lifelong training), along with the school organization, promoting within a reflective thinking and a dialoguing approach, among all educational stakeholders towards a learning school. By performing their purposes, they should apply the standard(s), the setting(s) and the supervision style(s) they realize as filling the needs and uniqueness of each teacher/school organization, always within an environment of action-thought that upholds learning and the improvement of the educational action of all the interlocutors. Every supervising action (including teachers’ performance assessment (ADD) should be applied within processes where supervision and appraisal go "side by side", making synergies and complement, in favour of development and improvement of the educational service that the organization provides (to the students and to all of its professionals). The presented data proves that supervision should be designed as an instrument of lifelong training, that enhances innovation, teachers autonomy and professional growth, based on learning that, despite having an individual side (self-thinking, self-assessment, self-training ...), should be focused in a context of collective sharing of know-hows, of practices, of life-experiences, thus evolving the promotion of a thinking school which holds equally thinking teachers. Teacher’s assessment must also be considered as another learning, improvement and professional growth process, where educational monitoring appears as a tool in service of that same improvement and professional growth.