Book Review

Supervision for Learning: A Performance-Based Approach to Teacher Development and School Improvement

by James M. Aseltine, Judith O. Faryniarz and Anthony J. Rigazio-DiGilio, ASCD, Alexandria, Va., 2006, 243 pp. with index, $27.95 softcover

In their book, Supervision for Learning: A Performance-Based Approach to Teacher Development and School Improvement, James M. Aseltine, Judith O. Faryniarz and Anthony J. Rigazio-DiGilio use their combined experience as educational administrators and teachers in higher education to explore the evaluation process.

Throughout the book they present a model that transfers the emphasis of teacher evaluation from lesson planning and classroom management to student learning outcomes.

This process is one we are researching in my school district to develop a professional learning community. We want to emphasize the importance of student achievement through the “full integration of teacher evaluation, strategic professional development and school improvement planning.”

The paradigm used to facilitate these goals is described in stages and each chapter provides research examples, case studies and useful templates to implement the Performance-Based Supervision and Evaluation approach.

Throughout this process the administrator works as a “critical friend” to support the teacher’s professional development. They make “strategic suggestions to further professional growth and focus classroom observations on lessons related to the teacher’s improvement objective,” the authors say.

Supervision for Learning provides a roadmap for school districts that are looking to redesign their evaluative process and create a culture that aims to improve student achievement through whole school reform.

Reviewed by Stephanie MacIntosh, administrator for federal funds, research and development, Sachem Central Schools, Holbrook, N.Y.