Rethinking Teacher Evaluation in Kenya through Clinical Supervision Lens, Agenda for 21st Century
Any credible teacher evaluation model is supposed to bring about continuous teacher professional development. Teacher quality is widely recognized by policymakers, practitioners and researchers alike to be the single most powerful school-related influence on a child’s academic performance. Therefore, the continuous professional development of the teachers is crucial to the overall improvement of education. This literature review paper argues that the current teacher evaluation system in Kenya is faulty because it does not bring about teacher professional development. The paper therefore recommends a model known as clinical supervision which, if well implemented could improve the quality of the teacher and hence improve the students’ learning outcomes.
Abstract Views: 43
PDF Views: 1