Rebecca Brown

EDCI 8960

7/07/04

Seminar in Leadership and Supervision in Teaching and Learning

Glickman, C.D., Gordon, S.P., & Ross-Gordon, J.M. (2004). Supervision and instructional leadership: A developmental approach (6th ed.). Boston: Allyn and Bacon.

Chapter 12 Summary and Outline Summary

This chapter provides an in-depth discussion of developmental supervision as an integrated model. The first part of the chapter presents the underlying rationale for developmental supervision. This includes an overview of the four styles of supervisory behavior and the best use for each style. The second part of the chapter explains how the integrated model of developmental supervision can be applied in practice.

Rational for Developmental Supervision

One aspect of developmental supervision is the match of initial supervisory approach with the teachers or groups developmental levels, expertise, and commitment. Low developmental levels match to directive supervision. Moderate developmental levels match to collaborative supervision. High developmental levels match to nondirective supervision.

The Problem of Variability

1. Individual or group levels or development, expertise, and commitment may vary. 2. Characteristics of teachers and groups might change in certain situations.

Teachers Preferences for Supervisory Approach

Since most teachers function at moderate or mixed levels of development, expertise, and commitment, the collaborative approach should be the most successful approach with most individuals and groups of teachers. Research on teachers preferences is consistent with this and summarized as follows: 1. Experienced teachers vary in their preference between nondirective and collaborative. 2. Directive forms are preferred by only a small minority of experienced teachers. 3. Student and beginning teachers prefer a directive informational or a collaborative approach.

Controlling versus Informational Environments

1. Controlling environments restrict individual choice, gain compliance, and create resistance. Words such as must, should, ought to, and need to are used. Woe to those using this approach! The supervisor tells the teacher what to do, makes the teacher believe she shared in the decision, and manipulates the teacher. This should be used in situations of potential harm to students or cases of teacher incompetence.

2. Informational environments expand individual choice, promote autonomy, and encourage commitment to improvement. Words such as can, could, consider, and might are used. This is the best approach for everyday work.

SuperVision for Teacher Development

The long-term goal of developmental supervision is teacher development toward a point at which teachers can assume full responsibility for instructional improvement. We can participate in collective action toward schoolwide instructional improvement.

Applying Developmental Supervision: Phase 1: Choosing the Best Approach

The best way to determine teacher characteristics and supervisory approach is to combine observations of teachers in action with supervisor-teacher discussions. Some questions to consider are: 1. Is the teacher aware of improvements that can be made in the classroom? 2. Has the teacher considered possible causes of the instructional needs? 3. Can the teacher generate several possible solutions? 4. Can the teacher be decisive in choosing a course of action 5. Does the teacher do what he or she says? Teacher responses to questions can provide clues to the appropriate approach. Directive control should be used only by supervisors in line relationships with teachers. Informational directive supervision should be used by those who have special expertise.

Phase 2: Applying the Chosen Approach

Supervisors should be flexible to shift from one approach to another when working with teachers at different developmental levels. A rule of thumb is to prepare to use collaborative approach, but be ready to shift to a nondirective or directive approach of necessary. Think on your feet and flex accordingly.

Phase 3: Fostering Teacher Development

Ways to promote some degree of teacher development are: 1. Match the best supervisory approach to the teacher or groups current developmental levels. 2. Introduce teachers to new information about students and learning, innovative teaching strategies, and novel ways to frame and solve problems. 3. Assign teachers to decision-making teams or learning groups in which most of the other members are at slightly higher developmental levels.

Not Algorithms, But Guideposts for Decisions

Which supervisory approach has been most helpful in the past? Which will be most helpful in the present? Which approach should we be striving for in the future? Since there is no algorithm for human endeavors or behaviors, we might use developmental guideposts to help reduce the complexity of the school world so that supervision can be a thoughtful and purposeful function for improving instruction.