According to several authors on the current school, which we present in this work, supervision and assessment are seen as key factors in the service of organizational development and of the continuous effort to improve the quality, while building up a school of excellence. In fact, the concepts of supervision and assessment have evolved over time, nowadays being much more comprehensive than in the past, given that, to the modern conception of school, monitoring and assessment activities are perceived as complementary to each other, as showed in the theoretical part of our report. Thus, if regarding assessment, its training aspect has gained more prominence, being therefore not limited simply to the summative side, concerning the supervision, its action is understood beyond the initial teachers’ training, for it’s also at the service of continuous training. Therefore, the principle of teacher training, a reason for the school existence, extends beyond the individual student and the classroom context to the professional scope of the educational agents, as well as to the organizational context. In this context we set out to write this reflective report about our career regarding supervision, assessment and professional development, in the second part of this work, which is the report itself, based on the viewpoints of various authors on this subject, shown in theoretical framework of the report. Usually, when speaking of educational agents, the perspective of experts on education focuses the teacher and his performance, because the teacher is the more visible link connecting school and family, besides being, clearly, one of the key elements of the teaching/learning process and of participation in the development of educational organization. Therefore, as expressed in the theoretical framework of this study and based on our professional experience, reflected in the second part of it, in contemporary school, the evaluation of teaching performance is crucial, but beyond purely classifying and accountability, as this isolated and lone action is insignificant. In fact, it is the formative side of appraisal that justifies the reason for teacher’s performance assessment, as promoting reflection and teacher’s continuous improvement. In this situation, supervising activity becomes essential for encouraging reflection on practice and for identifying training needs, viewing teaching improvement in both dimensions (in the classroom and in the organization). Through supervision, which encourages reflection on practice, teachers are invited to cross the way of individual learning, which, in turn, adds to systemic learning promoted through dialogue and sharing, always with improving the quality of service as the ultimate goal. Hence, we come to the conclusion that educational supervision and performance appraisal, developed in synergy, increase the educational effectiveness of a quality and qualifying organization.
| Date of Award | 2013 |
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| Original language | Portuguese |
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| Awarding Institution | - Universidade Católica Portuguesa
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| Supervisor | Célia Ribeiro (Supervisor) |
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