Being an Effective Supervisor

Or How To Be Good Doing This Job

What Do We Know So Far?

We know: There are many reasons to supervise peers,

some necessary for retention, some for professional growth

There are many tools to use- we don’t have to reinvent the wheel

There is a wealth of information to be learned by doing these observations

A Few Points to Consider The value of the supervisory process is that it can

lead to professional growth- to a change in habits, a change in behavior, to better professional practice

It can also provide insights for the person doing the supervising- insights about their own practice

Supervision is NOT about making a judgment or an evaluation; it is about observing and reporting what you saw, then letting the person observed make judgments about what needs to be changed

Supervision is NOT to be an end in itself; it should be a means to an end- professional growth or evaluation

So What Qualities Should a Good Supervisor Have? A good supervisor should be attentive: should

be an active listener, should know how to listen and know what to listen for and to

A good supervisor is knowledgeable: knows how to use various supervisory systems, knows when to use them and how to adapt them; also knows about people…..

A good supervisor has clarity: can communicate well with others and can make the points needing to be made

A good supervisor is objective: he/she can place themselves in the role of supervisor and knows the difference between supervisor/evaluator and when to assume each role; does not make judgments when in the role of supervisor

A good supervisor is broad-minded: he/she knows that there are differences in people- in how they will respond to supervision; is open to utilizing whatever is needed to meet objectives

A good supervisor is a strong leader: she/he can give guidance to teachers/coaches, is strong and able to make decisions when necessary

A good supervisor is cooperative: they are self-assured enough that they don’t need to be autocratic; they can accept suggestions and comments from others in the vein in which they are given, and can utilize those suggestions in the program

A good supervisor is warm: they have a genuine desire to help teachers/coaches, and communicate this desire in words and in actions

A good supervisor is supportive: they are positive about the program, but also helps teacher/coaches in dealing with the supervisroy process and with what it reveals

A good supervisor has high expectations: they expect all staff to be their best, to do their best, to give their best and models the same behavior; helps teachers and coaches determine what this is and set goals to achieve it; guides them to meeting these goals

A good supervisor is trustworthy: she/he keeps their word, does as they say they will do

A good supervisor is tactful: they are sensitive to others, and tries to avoid threatening supervisees; they know what to say, when and how to say what needs to be said

Here’s something to think about…

I know you believe you understand what you think I said, But I am not sure you realize that what you heard is not what I meant

This is what a good supervisor wants to avoid at all costs!

Good communication is key to serving in this supervisory role

5 Types of Supervisory/Conference Messages Type A- what did the teacher/coach do well?

Use these when you see behavior that is productive

Use these when you see behavior that results in student/athlete learning

Be specific- many of us have never been told what we do right

Always a start a conference with a Type A message

Type B Messages

How could this teacher or coach “stretch” through an alternative behavior?

Remember that teacher/coach behavior produces student behavior

(Touching an object is safer that touching a person- so if they are fragile, focus on something other than them personally)

Type C Messages Ask the teacher or coach to identify strengths and

weaknesses of the lesson or practice/game Is this working or not? This message type is NOT for new or inexperienced

staff The observer may provide some alternatives This type of message is a goal for all conferences Avoid “I like the way…” because the tendency to try

to please someone is dangerous, and not always productive!

Type D Messages

Used when the observer notes something that went wrong Was the teacher/coach aware of the

behavior? Was there a reason why the teacher/coach

used the technique or acted as noted? Suggest or arrange to offer alternatives

Conspiracy of silence- ignoring undesirable behavior as if it did or does not exist

Type X Messages

Excellent teacher/coach works with observer to identify next steps. Make videotape of yourself in a coaching and/or teaching setting and review it. The goal is to see yourself as a professional

Final Goal

The final goal is formative- that the experience of supervision is to promote professional growth, and to better professional practice on the field and in the classroom

Sometimes this process results in an evaluation for retention; if it does, then the data will exist to support either retention or release from the job