Re-Conceptualizing Evaluation and Supervision in the Light of Educational Reform in Public Schools in Egypt

Abstract

The aim of this paper is to propose an integrative, differentiated supervisory and evaluative model in which instructional leaders whether principals or supervisors are engaged in all its academic instructional supervisory and evaluative roles. The intended model addresses the shortcomings of school-based supervision and evaluation by introducing an external, out-of-school mentor whose duties incorporate supervision and evaluation along with the school principal. It also aims to present a supervision and evaluation model for public schools in Egypt which views instructional leaders not as mistake-finders or as fault reporters who can do nothing to develop teachers. The study provides an overview about the problem of deeply rooted implementation of evaluation and supervision which reflects the ‘chalk and talk’ teaching techniques, and absence of ongoing follow-up. The study literature reviews support the World Bank (2018) document about the Egyptian educational current reforms represented in Education 2.0 practices which transforms inspectors’ roles into “mentors”. The proposed differentiated supervision model in which evaluation is embedded empowers teachers’ capacities, removes performance measurement agitation, and turns them into a self-exploratory mission. For Egyptian reform purposes and the need to integrate both supervision and evaluation, differentiated supervision will be the suggested supervisory model in which evaluation will be embedded.

Keywords: Supervision, Inspectors, Mentoring, Peer Coaching, Inspirational Leadership, Evaluation