Evaluation
of educational supervision program is giving an estimate of the implementation
of educational supervision to determine the effectiveness and progress in order
to achieve a predetermined educational supervision. In the evaluation of
educational programs for the improvement of teaching supervision involves the
determination of the changes that occur in a particular period, a change that
is expected of all personnel in the supervision and the improvement program
involving principals (supervisors), teachers, and students. Supervisors and
teachers work together to bring positive changes in their students. Further
more which should be considered as the scope of educational supervision is
including improvement plans, organizational plans, objectives to be achieved,
the techniques of achieving goals, and the changes made in the field of
curriculum and guidance.
In
conjunction with the understanding of this educational supervision program
evaluation, Thomas H. Briggs and Joseph Justman expressed the sense of
evaluation as follows: “Evaluation is the systematic effort to ascertain the
extent to which the objectives of his program of supervision are being attained.”
(Thomas. H. Briggs and Joseph Justman, 1954, page 235). It must be remembered
that the supervisor conduct an evaluation of education in educational
supervision program should cover wide field including the supervisors
themselves should also be evaluated.
Evaluation
of educational supervision program is not evaluating an educational program that
still form with a plan. Supervision of educational program evaluation sought to
determine to what extent objectives have been achieved educational supervision.
Therefore, not only the program is being evaluated but also the process of
implementation and supervision of educational outcomes. Even the scope of the
evaluation of educational supervision on all components should be evaluated.
Components include aspects of personnel, material aspects, and operational
aspects of the educational supervision. As educational activities that
determine the outcome in the long run, educational supervision, too, the
results achieved in the implementation of educational supervision, especially
with regard to the new man can be seen in the long run. While the results of
educational supervision which can be determined by the rapid appearance only
temporary results.
And
this will create difficulties for us in evaluating the educational supervision
program, given the scope of supervision that will be evaluated in a very broad
education, which in addition to teachers and school staff, and program itself
become educational supervision program evaluation goals. This is in accordance
with what was said Elsbree et al. In the book "Elementary School
Administration and supervision": An Important characteristic of modern
supervision is its emphasis on evolution, Include evaluation of the teacher and
the school program. (Elsbree, Mc Nally, and Wyne, 1967, page 166)
Thus,
based on the explanation Elsbree et al above, the main feature of the modern
educational is by supervised 7 emphases of evaluation, including evaluation to the
teacher successful and the success of the school program.