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Download full textHazi, Helen M. – Journal of Educational Supervision, 2020
If we say we 'deliver feedback to teachers,' we most likely subscribe to a traditional approach to instructional improvement. In this approach the principal or supervisor treats the teacher as passive recipient who is expected to act on feedback that is too generic to be useful, and promotes a simplistic view of teaching and its improvement. In…
Descriptors: Instructional Improvement, Teacher Evaluation, Feedback (Response), Teacher Supervision
Hazi, Helen M. – Journal of Educational Supervision, 2022
Teacher evaluation is a personnel practice in education and a field of study with multiple discourse communities, including a community in supervision. Many concepts from these discourse communities have influenced practice over time. In this article, I place teacher evaluation as a practice originating in the intersection of supervision and…
Descriptors: Teacher Evaluation, Discourse Communities, Scholarship, Educational Research
Hazi, Helen M.; Rucinski, Daisy Arredondo – Education Policy Analysis Archives, 2009
This paper reports on the analysis of state statutes and department of education regulations in fifty states for changes in teacher evaluation in use since the passage of No Child Left Behind Act of 2001. We asked what the policy activity for teacher evaluation is in state statutes and department of education regulations, how these changes in…
Descriptors: Teacher Evaluation, Federal Legislation, Educational Change, Politics of Education
Garman, Noreen B.; Hazi, Helen M. – Phi Delta Kappan, 1988
Addresses teachers' concerns generated by the Madeline Hunter clinical supervision movement sweeping over 60 percent of all Pennsylvania school districts. Although some teachers praise the model for its attention to teaching, sense of professionalism, standardization of teaching methods, and career enhancement approach, two-thirds of the teachers…
Descriptors: Educational Change, Elementary Secondary Education, Inservice Education, Models
Peer reviewedHazi, Helen M. – Educational Leadership, 1982
Collective bargaining law, the unit clarification process, case law, and teacher contracts are legally defining and thereby controlling school supervisory practice in Pennsylvania. (Author)
Descriptors: Collective Bargaining, Contracts, Elementary Secondary Education, Instructional Improvement
Peer reviewedHazi, Helen M. – Journal of Curriculum and Supervision, 1994
Describes events surrounding grievances filed against a curriculum coordinator in a New Jersey school district from 1987 to 1989. Although most grievances were found in the supervisor's favor, teachers succeeded in questioning some practices and limiting others. Disentangling the supervision-evaluation knot is impossible; because supervision is…
Descriptors: Case Studies, Educational Change, Elementary Secondary Education, Evaluation Methods
PDF pending restorationHazi, Helen M.; Glanz, Jeffrey – 1997
The field of instructional supervision in schools has a history of being misunderstood and devalued, having been beset by problems of definition and purpose. This paper examines the history of supervision and its ties with educational administration, and describes implications for supervision and administration. There is a history of tension…
Descriptors: Curriculum Development, Educational Administration, Educational History, Elementary Secondary Education
