The ability to effectively supervise instruction is every teacher supervisors’ aspiration. Supervision, in the field of educational practice with clearly delineated roles and responsibilities, did not fall from the sky fully formed. To be effective in instructional supervision, it is imperative to be grounded on varied supervisory theories and models to appropriately deal with educators in diversity. Ultimately, effectual supervision acts a bond that holds together individual teachers’ need and school goals.
This review of the literature focuses on the different supervisory approaches and leadership styles, its effect on the supervisor-teacher relationship and teacher efficiency.
Clinical Supervision
Goldhammer, Anderson, and Krajewski (1993)
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The instructional leader operating in developmental supervision gives three types of assistance: 1) directive, 2) collaborative, and 3) nondirective. Teachers, especially the new ones, will benefit more on a directive type of supervisory assistance. With this, the teacher will get to start off with the “right foot” taking the first step. Bernard and Goodyear recognize that “a developmental approach to supervision is intuitively appealing, for most of us believe we have [or will] become better with experience and training”. Contextual Supervision Contextual supervision matches supervisory styles with the teacher’s development or readiness level to perform a particular teaching task. Readiness levels are a function of the teacher’s confidence and competence (Ralph, 1998). The contextual approach provides four quadrants for the instructional leader to use in determining the readiness level (task) and confidence of the teacher (support). Ralph (1998) refers to support as the amount of encouragement/ motivation given to the teacher and task is the amount of guidance provided in subject matter areas. Differentiated
As now it can be concluded that to make a supervision session effective it is essential to have a deep understanding of these facts and theories. Characteristics of both supervisor and supervisee are equally important. As supervisors must know their roles and responsibilities at the same time, supervisee should have interest towards reflective practice. Maintaining a good supervisory relationship will be useful to analyse the problems. If there are any signs of underperformance seen in the supervisee, the supervisor can approach them to sort out the matter before it causes
Introduction What does it mean to be an effective supervisor? Before taking this class, I thought that if a supervisor is able get their employees to work effectively, and efficiently, then the person is an effective supervisor. I didn’t realize until taking this class that supervisors do so much more. After learning more about the other tasks supervisors do like planning, being effective listeners, and motivating employees, I have a better understanding of effective supervision. I am aware that I have had supervisory experiences.
Chappuis, S., J. C. (2009, February). Supporting Teacher Learning Teams. Educational Leadership: Association for Supervision and Curriculum Development , pp. 56-60.
The stages of the Developmental Model involved different levels of resistance from the supervisee due to a lack of competence (Lee, 2013). It is important for the supervisee to be constantly aware of transference and anxiety related to the supervision experience. For example, in the beginning I felt very incompetent due to my lack of experience which made me resistant to learning new information. Supervisees’ are learning a tremendous amount of information at one time and it takes time to process the information. This model emphasizes the importance of processing information and emotions throughout the counseling supervision that ultimately leads to more competence within the supervisee. Consequently, the supervisor modifies the intensity/nature of supervision based on supervisee growth and may take on the role of teacher, consultant, and counselor throughout the process of supervision (Lee,
Teacher knowledge has always been the basis to an effective learning experience. Without a knowledgeable teacher, students are not able to receive a quality educational experience. This pillar encompasses the influence teachers have on student learning and achievement, possession of research based knowledge, and effective teaching practices. I thrive to be educated and knowledgeable on the information presented to my students. By having a variety of teaching techniques that work and I use often in my classroom, I am able to mold my instruction around student needs and provide efficient and
Hills, J. (1991). Issues in research on instructional supervision: A contribution to the discussion. Journal Of Curriculum & Supervision, 7(1), 1-12.
Supervision was defined by Bernard (2005) as the realization of our supervisees that they understand the therapeutic process and themselves a tad better than when they entered supervision, and our own realization that we have been players in the professional development of another.
Supervision could be interpreted from many points of view and have many perceptions about it. Differentiating description from interpretation in observation is so crucial for instructional improvement (Glickman, et al., 2014). Also are different methods that an administrator might use while doing his or her supervision, furthermore, how this information is going to be used to further assistance teachers. As Glickman, et al., (2014) mentions that observations are a method of assessing and planning skills are useful to a supervisor in setting goals and activities for himself or herself as well as for others. Following it will be describe two models, clinical supervision and peer coaching, similes and differences among the models, analyze the strengths and weaknesses of each model, how each model uses assessing and planning skills and each model's contribution to the supervisory process.
Waite, D. (1995). Rethinking Instructional Supervision: Notes on Its Language and Culture. New Prospects Series: 1.
9) Backes C.E. and Ellis, I.C. (2005). The Secret to Classroom Management. Retrieved on April 13, 2005 from http://www.acteonline.org/members/techniques/may03_story2.cfm.
Research findings regarding classroom managements have been applied in three domains in educational psychology: in-service and pre-service teacher preparation programs, teacher assessment and evaluation, and teacher’s pedagogical knowledge (Emmer & Stough, 2001).
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.
The teacher in the classroom encompasses several roles. Resource, facilitator, and mentor are three of them. The teacher must be a resource that provides ideas and lessons to be learned. The teacher also must be a facilitator that encourages creative thinking, exploration, and mastery. The teachers is responsible for what needs to be learned. The subject matter that is taught is based on both curriculum as well as the world that students live i...
This I Believe Philosophy statement will include my thoughts and beliefs about classroom management with comparison to other theorists’ models. The major theorists that will be mentioned are Barbara Coloroso, Linda Albert, and Lee & Marlene Canter. I highly agree with the Canter’s and Coloroso’s models of classroom management because it best fits my personality as an individual teacher. I believe that an affective classroom management plan is first practiced and then modeled for improvements. My ultimate goal for my Classroom Management Plan is to model self-discipline by teaching it through my daily actions so that students may be able to self-manage themselves accordingly.
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