The foundations of supervision of curriculum and instruction are rooted in how school committees would monitor or review schools in the 1700s (Nolan & Hoover, 2008). That's right. We evaluate and manage teachers today based on 18th century principles. The purpose of this post is to present these foundations through a review of seminal texts regarding the supervision of curriculum and instruction as well as to compare past supervisory practices to present ones and to explor

Assessment bias is a subject that all American educators should be well versed in given the diverse populations of students that American schools are tasked with educating (De La Cruz, 1996). For example, if an assessment task is framed in the context of playing computer games and the students taking the test know about computer games, then they have an advantage. The context of the assessment item becomes a biasing factor because a group of students knows less about compute

Although there are many qualities that are essential for effective school principalship (e.g. being supportive of staff in making instructional changes, recognizing successes of individuals, establishing a regular process to track impact, etc.), the three that I believe are most critical are being a systems thinker, promoting collaborative problem solving and open communication, and making evidence-based decisions for school improvement. In all school settings, principals mus