Schools, Teaching, and Supervision
Overview
In schools everyday are many people influencing and taking the important role in education and supervision. In these roles are collaborating, teachers, principal, students, and educational supervisors, all these are the main basics of this process (Annan & Ryba, 2013). In an immediate setting, with a more encompass culture is guide by educators, principals, and other staff that supports the student’s success in a daily basis. In any school the culture is really important, but could be hard to establish and maintain (Moccozet, et al., 2009). In establishing a successful school it is pertain that all the staff have the knowledge about the different styles while leading, the main three are congenial, collegial, and conventional (Glickman, et al., 2010). Every school is classify by the leadership style and the decisions that are made, the instruction, the interactions with the stakeholders, or how the administration is done. Furthermore, will be analyze the supervision styles, the culture and the platform that will be follow.
Supervision Style
In the role of a principal are many factors that influence the style in the administration of a school. These factors can be the vision and goal, communication, teamwork, collaboration among all stakeholders (Glickman, et al., 2010). In education, are encounter different philosophies that are determine by the school system (Moccozet, et al., 2009). These philosophies drive the mission and vision of a school, that varies from school to school and some of this schools incorporate the philosophies as part of their mission. The philosophies of education that are present in the chosen school are existentialism, and experimentalism (Glickman, et al., 2010...
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...pervision into Teaching. London Review Of Education, 7(2), 125-134.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership (9th ed.). Needham Heights, MA: Allyn & Bacon. ISBN-13: 9780132852135
Moccozet, L., Opprecht, W., & Léonard, M. (2009). A Collaborative Training Platform for Peer-Based Co-Construction of Knowledge and Co-Tutoring. International Journal Of Emerging Technologies In Learning, (S3), 40-45. doi:10.3991/ijet.v4s3.1100
Newman, D. S. (2012). A Grounded Theory Study of Supervision of Preservice Consultation Training. Journal Of Educational & Psychological Consultation, 22(4), 247-279.
Rousmaniere, T. G., & Ellis, M. V. (2013). Developing the Construct and Measure of Collaborative Clinical Supervision: The Supervisee’s Perspective. Training And Education In Professional Psychology, 7(4), doi:10.1037/a0033796
Supervision is an opportunity where supervisees are able to review and reflect on their work in order to do it better. Supervisors bring their actual work practice to another person (individual supervision) and can help review what happened in their own practice in order to learn from that experience. Supervision is for better quality service. In a relationship of trust and transparency, supervisees talk about their work and through reflection and thoughtfulness learn from it and return to do it differently. Supervision is based on the assumption that
A brief review of literature and research highlights the limited works uniting group work theory and approaches to interprofessional practice. San Martín-Rodríguez, Beaulieu, D’Amour, and Ferrada-Videla (2005) emphasize interactional, organizational, and systemic themes as the determinants of successful interprofessional collaboration. These themes are discussed in the context of effective group process then linked to social work practice, a context for inclusive collaboration, and achieving organizational outcomes.
Neukrug, E. (2014). A Brief Orientation to Counseling: Professional identity, History, and Standards. Belmont, CA: Cengage Learning.
It was thought that if a social worker was engaging in the life and struggles of a client, it needed to be ensured through supervision that the personal life of the worker did not influence their interactions. Presently, in HSO the notion of supervision demonstrates a dichotomy between hierarchy and control or support and nurture. Kadushin (1985) outlines support, education, and administration, as three areas to consider when looking at the conflict of practice and pressure faced by supervisors and the supervised. Gardner (2006) states that supervision within an organization is going to have it’s own culture, which may differ from the culture of the organization. The culture of supervision is impacted by the importance placed on it. To examine this, one could ask, does the supervisor have an agreement that is followed or an agenda for the meeting? Notability, supervision is a way to develop or maintain learning in a
School administrators are important in setting the path for a successful school (Glickman, et al., 2014). The principals could play a dynamic leadership depending on how they exercise their beliefs of the organizational and social environment (McNair, 2011). The principals are the primary facilitators for developing the foundations in learning that will last, to manage the student’s performance at schools, and seeking the improvement at school that will cause great impacts in school‘s education (Gordon,1989). In the recent years in the U.S., education has change in a more cultural diversity population, it is imperative that school supervisors, are trained to encounter this cultural issues, but also assisting others with the opportunities to develop appropriate abilities to deal with different cultures (Glickman, et al., 2014).
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership (9th ed.). Needham Heights, MA: Allyn & Bacon. ISBN-13: 9780132852135
What does leadership mean in the context of educational leadership? Many definitions of leadership in education co-exist, attesting to the complexity and multi-faceted phenomena of the concept (Elwell & Elikofer, 2013). Leadership is one of the most observed and least understood organizational and psychological areas of study. Despite volumes of research and numerous theories, no one theory of leadership emerged as the sole predictor of the success of educational leaders. The current body of knowledge about leadership consists of narrow definitions of leader effectiveness that are disconnected from their context (Latham, 2014). Educational leadership influences and affects every dimension of the educational process from the
From my little experience in the field of social work, I go to understand that giving care is an emotionally demanding work. Supervision is very important in helping social workers work effectively and efficiently. Supervision has been an integral part of any organization. One of the importance of supervision is reflecting on and learning from practice, professional development
York-Barr, J. & K. Duke (2004) what do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research 74(3), 255-316.
First let’s take a look and evaluate the classroom by observation to see what need to be improved. One idea that came to mind was some teacher were using peer tutoring as a tool to get out of instruction, thus they were not paying sufficient attention to the students as they worked. The article titled: Using Peer Tutoring to Facilitate Access discussed the findings of this teaching strategy in all levels of learning and basics subjects. This strategy has been defined as one of best ways to reach the student. In comparison to Gusky’s ideas, there is a relationship between professional development and improvement in student learning. For improved student learning peer tutoring is higher achieving students being linked with lower achieving students to promote social enhancement and academic gains. There are three different kinds of peer tutoring; cross-age, peer assisted learning strategies, and reciprocal. Each kind was broken down and explained descriptively. The one that really stood out to me was the reciprocal tutoring. This was illuminating because the students are grouped together with two or more. They have ...
Leadership styles begin to emerge the day a teacher enters the classroom. Although the leadership is generally confined to leading and developing students at that time, teachers are hard at work trying out methods of management and taking note of what does and does not work. The effective methods become part of the teacher’s leadership style. Although the ineffective methods are generally discarded, they also assist in shaping the teacher’s leadership style.
According to him, there are two skills necessary for supervision, one is leadership skills and other is managerial skills. While giving perfect examples, he has explained how one needs to go past their comfort zone to learn more to be successful alongside positive hierarchical development (Sargent, 2003).
In every institution the type of leadership style is important for a successful environment. In order to establish a successful school environment to compete globally, the leader should comprehend the basic leadership theories and styles (Glickman et al., 2010). The cultures at schools are important to the success of the students and overall of the school, but also can be very difficult to establish and maintain without the proper leadership knowledge (Waite, 1995). In United States many schools could be place in the categories of conventional, congenial, or collegial, because the strategies used for their leadership (Glickman et al., 2010).The chosen school could be classified according to different criteria and could be determine in which area their leadership pertains more. In order to analyzed and classify the leadership, it was imperative to observed the way the leader make decisions, the approached with the stakeholders, how the instruction is delivered, and how they realized their job (Marshall, 2005). In this analysis will be identify the category that this school will be, the school climate, the type of supervision and leadership.
Reinkraunt, R., Motulsky, L. S., & Ritchie, J. (2009). Developing a Competent Practioner. Use of Self in Counseling Psychology Training, 16, 1, 7-29.
Education is a very important aspect in the life of a child. The level of success a student has in the classroom is greatly influenced by their teachers. Students, as well as their parents, depend on the teachers to guide them through their education. But who guides a teacher to perform successfully in the classroom? Principals and teachers play an important role in schools. A good relationship among school leaders and teachers is necessary and play an important role in making improvements in the school. Leadership refers to the “process in which one person successfully exerts influence over others to reach desired objectives”. (Okoji, 2015) Good leadership involves honesty, vision, confidence and commitment. It is the ability to inspire a