In response to Eileen, and to continue a critical discussion, I agree with the contentions that teaching and supervision are isolating, and as a result, feedback, coaching and self-reflection are key aspects in stimulating professional growth. I also agree that supervisors are overly burdened as a result of cut-backs in supervisory jobs and the combining of positions. However, the lack of effective feedback from supervisors to teachers and principals is not a new phenomena-- it was insufficient in times of plenty. Why? My response is that observations and evaluations were never really valued by recepients or evaluators. They were largely a paper chase; a piece of paper deposited into a personnel file. If we were really serious about evaluations, then why contractually require only one or two observations per year? As a superintendent and an assistant superintendent for 15 years, I read hundreds of observations and evaluations. Mediocrity was awarded by comments like: "Keep up the good work". I insisted that they be done with rigor and provided rigorous training to make that happen.

If you read my observation reports as a young teacher from the mid-60's, unfortunately, you would think they were recently written. The quality of professional feedback must evolve as a consequence of the better training of supervisors. Like many, I am very skeptical about using student assessments as a valid means of evaluating teachers and principals. However, I do welcome the rubrics and using evidence-based artifacts as a means to coaching teachers and principals more effectively. We all need and deserve effective feedback to grow and learn, even when it might be critical.