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Building trust and impacting teachers' professional growth: A conceptual framework of formative supervision.

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Title: Building trust and impacting teachers' professional growth: A conceptual framework of formative supervision.
Authors: Dehombreux, Valerie (AUTHOR)
Source: Theory Into Practice. Winter2026, Vol. 65 Issue 1, p23-36. 14p.
Subjects: Supervision, Formative evaluation, Teacher-student relationships, Teacher evaluation, Teacher development
Abstract: Despite their distinct purposes, formative supervision and summative evaluation are frequently conflated in teacher evaluation systems, limiting opportunities for meaningful teacher growth and trusting supervisor–teacher relationships. This article proposes a conceptual framework to guide administrators' approaches to providing teachers with feedback as part of a cyclical formative supervision process consisting of frequent informal observations followed by timely reflective conversations. Guided by instructional supervision and trust theories and concepts developed by education scholars and practitioners, the article asserts that trust will be developed through reflective conversations if supervisors use collaborative and nondirective feedback strategies with an emphasis on teachers' perspectives and strengths. Trusting supervisor–teacher relationships support teachers in their willingness to take risks and seek supervisors' feedback and guidance. The article also recommends a specific formative supervision approach that is aligned to, and puts into practice, the formative supervision concepts and theories depicted through the conceptual framework. [ABSTRACT FROM AUTHOR]
Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Building trust and impacting teachers' professional growth: A conceptual framework of formative supervision.
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  Data: Despite their distinct purposes, formative supervision and summative evaluation are frequently conflated in teacher evaluation systems, limiting opportunities for meaningful teacher growth and trusting supervisor–teacher relationships. This article proposes a conceptual framework to guide administrators' approaches to providing teachers with feedback as part of a cyclical formative supervision process consisting of frequent informal observations followed by timely reflective conversations. Guided by instructional supervision and trust theories and concepts developed by education scholars and practitioners, the article asserts that trust will be developed through reflective conversations if supervisors use collaborative and nondirective feedback strategies with an emphasis on teachers' perspectives and strengths. Trusting supervisor–teacher relationships support teachers in their willingness to take risks and seek supervisors' feedback and guidance. The article also recommends a specific formative supervision approach that is aligned to, and puts into practice, the formative supervision concepts and theories depicted through the conceptual framework. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00405841.2025.2607933
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        Text: English
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      – SubjectFull: Formative evaluation
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      – SubjectFull: Teacher-student relationships
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              Text: Winter2026
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