Previous Chapter Chapter Seven: Differentiated Supervision: Evaluation Outside the Box Next Chapter

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Differentiated Supervision: Evaluation Outside the Box
Differentiated supervision: Evaluation outside the box

In the last chapter, we explored how the four key concepts—(1) district core beliefs, (2) shared vision of student success, (3) continuous open communication, and (4) compassionate understanding of each person's needs—were applied in the supervision of Ted Stanley, a veteran teacher experiencing extreme difficulty. We would argue that those concepts are universal and timeless. However, the application of those concepts and principles needs to be flexible to account for differences in people and contexts. Just as educators have learned that students are served best when we differentiate our instruction, it should be equally clear that there will never be a one size fits all approach for supporting the needs of all professional staff. ...

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