Developmental Evaluation Supervision Process for Promoting School Innovative Organizations: Challenges of Educational Supervision

Abstract

This article aims to present the importance of promoting and developing schools into innovative organizations that create new things or develop existing ones in both work processes and teaching management. This improves the efficiency of education management. It also presents the importance of educational supervision, which needs to adjust the supervision process in general to a developmental evaluation-based supervision process that acts as a driving force to promote and support the education management of educational institutions to become innovative educational organizations of quality. This type of supervision emphasizes the process from the beginning to the completion of the process through the participation of both the supervisor and the supervisee, whether it is external supervision or internal supervision. The developmental evaluation-based supervision process arises from the application of Developmental Evaluation (DE) by focusing on the participation process of stakeholders in all stages continuously. The organization's work is connected as a system, where the core of developmental evaluation is mutual respect, listening to one another, collaborative learning, and reaching mutual agreement. The developmental evaluation-based supervision process to promote schools into innovative organizations consists of three phases: the upstream phase, midstream phase, and downstream phase. There are four steps in the supervision process: the supervision planning step, the supervision implementation step, the supervision evaluation and development step, and the supervision reflection and development step. The process begins with planning that aligns with reality and can be practically implemented. Plans can be quickly adjusted, and the process drives outcomes in terms of schools, administrators, and teachers, ultimately resulting in the desired outcome: quality learners.