Class Pedagogic Supervision and Teacher Assessment

The curricular unit focuses on Pedagogical Supervision and Teacher Performance Evaluation and their interrelationship in the observation, support and improvement of teaching practices and teachers' professional development. It addresses the conceptual, ethical, legal and organisational foundations of teacher evaluation, supervisory models and processes, and the role of the supervisor/evaluator, with particular attention to observation, evidence collection, feedback and critical reflection. It also covers the design, application and monitoring of observation and evaluation strategies and instruments. Its relevance within the study programme lies in understanding Teacher Performance Evaluation in conjunction with Pedagogical Supervision and as a process aimed at professional development, the improvement of teaching practices and the quality of educational organisations.

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PC1. Pedagogical Supervision and Teacher Evaluation: foundations 1.1. Evolution of supervision and teacher evaluation paradigms. 1.2. Conceptual, ethical, legal and organisational foundations of teacher evaluation. 1.3. Teacher evaluation, professional development and improvement of practices. PC2. Supervision and teacher performance 2.1. Models and processes of supervision and teacher evaluation. 2.2. Role of the supervisor/evaluator in teacher support. 2.3. Classroom observation, feedback, collaborative reflection and regulation of practices. 2.4. Ethical dimensions of supervision and teacher evaluation. PC3. Supervision of practice 3.1. Design, application and monitoring of observation instruments. 3.2. Classroom observation and evidence collection. 3.3. Analysis and interpretation of evidence from practice. 3.4. Scientific, pedagogical and ethical criteria for supervision and evaluation. 3.5. Contributions to professional development, improved practices and organisational quality.

The curricular unit prioritises student-centred methodologies, active and collaborative learning, and the integration of theoretical frameworks with professional situations. The analysis of cases and problem situations promotes the application of knowledge and informed decision-making. Practical activities involving the design, application and analysis of observation instruments foster an understanding of supervision and teacher evaluation processes. Collaborative work, evidence analysis, debate and reflection on practices promote critical thinking and peer learning. Tutorial guidance and feedback support the development of students' work, fostering self-regulation and the progressive improvement of learning. These methodologies bring learning closer to the processes of observation, analysis, reflection and regulation that characterise Pedagogical Supervision and teacher evaluation.

Cirne, A. (2022). Práticas de avaliação do desempenho docente. Cordel d'Prata. Flores, M. (2010). A avaliação de professores numa perspetiva internacional: Sentidos e implicações. Areal Gloppen, S.  (2023). Enacting teacher evaluation in Norwegian compulsory education: Teachers' perceptions of possibilities and constraints. Educational Assessment, Evaluation and Accountability, 35, 387-417. Poulou, M. et al.  (2023). Teachers' and school administrators' experiences with professional development feedback: The Classroom Strategies Assessment System implementation. Frontiers in Psychology, 14, Article 1074278. Röhl, S. et al. (2025). Can feedback from students to teachers improve different dimensions of teaching quality in primary and secondary education? A hierarchical meta-analysis. Educational Assessment, Evaluation and Accountability, 37(1), 35-71. Vieira, F., & Moreira, M. (2011). Supervisão e avaliação do desempenho docente: Para uma abordagem de orientação transformadora. CCAP