SUMMARY FROM

Chapter 1

Supervision For Successful Schools

SUPERVISON OF INSTRUCTION

A Developmental Approach

Author:

Carl D. Glickman

Stephen P. Gordon

Jovita M. Ross-Gordon1

INTRODUCTION

Three types of school

• Conventional School

• Congenial School

• Collegial School

Successful schools create a “SuperVision” or

instructional leadership that gives purpose and

direction to the common world of adults.

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CONVENTIONAL SCHOOL

Characterized by dependence, hierarchy, and

professional isolation

Example: Germando Elementary

“I think you will find that I run a tight ship”

Teachers not only use the same textbook, but are

on the exact same page everyday.

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CONGENIAL SCHOOL

Characterized by friendly social interactions

and professional isolation

Example: Finnie Tyler High School

“The kids are fine, not as academic as they should

be, but this school is a nice place for them. I

wouldn’t want to teach anyplace else.”

Teachers have the same textbook, but can teach

anyway they please.

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COLLEGIAL SCHOOL

Characterized by purposeful adult interactions about

improving school-wide teaching and learning

Establish learning goals for all students consistent with the

responsibility of education in a democratic society.

Example: Progress Middle School

Collegial schools are driven by:

• A covenant of learning – mission, vision, and goals

• A charter for school-wide, democratic decision making

• A critical study process for informing decisions and

conducting action research

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TIMELINE OF SUPERVISION

Began as a conventional paradigm (attempted to control teachers’ instructional behaviors)

17th – 19th Century: lay persons inspected schools, teachers, and student learning

20th Century (early): Age of scientific management – lay committees were replaced by professional supervisors who demonstrated how subjects should be taught and visited classrooms to suggest or recommend ways that teachers could improve instruction.

1930s – 1950s: Human relations supervision – by improving interpersonal relationships and meeting personal needs, the supervisor and teachers could improve instruction.

1960s: Behavioral science approach (conventional supervision) – direct supervisory control through inspection; curriculum and materials were developed by school districts.

Late 20th Century: “Legislated learning” – external control from state legislators and state department of education

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PARADIGM SHIFT FROM CONVENTIONAL AND

CONGENIAL SCHOOLS TOWARD COLLEGIAL

Schools must include a view of supervision as follows:

1. A collegial rather than a hierarchical relationship

between teachers and formally designated

supervisors

2. Supervision as the province of teachers, as well as

formally designated supervisors

3. A focus on teacher growth rather than teacher

compliance

4. Facilitation of teachers collaborating with each other

in instructional improvement efforts

5. Teacher involvement in ongoing reflective inquiry 7

SUPERVISORY GLUE AS A METHAPHOR FOR

SUCCESS

SuperVision – a common vision of what teaching

and learning can and should be, developed

collaboratively by formally designated supervisors,

teachers, and other members of the school

community.

These people will make the vision a reality.

Supervision is identical to leadership for the

improvement of instruction.

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WHO IS RESPONSIBLE FOR SUPERVISION?

All staff members who actively work to improve

instruction

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ORGANIZATION OF THIS BOOK

Figure 1.1 – Supervision and successful schools

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SUPERVISION FOR SUCCESSFUL SCHOOL

Supervisor must have certain prerequisites:

i. Knowledge

Supervisors need to understand the exception,

what teachers and school can be- in contrast to the

norm- what teachers and schools typically are.

They also need to understand how knowledge of

adults and teacher development and alternative

supervisory practices can help break the norm of

mediocrity found in typical school.

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ii. Interpersonal skills

Supervisors must know how their own interpersonal

behaviors affect individuals as well as groups of

teachers and the study ranges of interpersonal

behaviors that might be used to promote more

positive and change oriented relationships.

iii. Technical skills

This skills needed in observing, planning, assessing,

and evaluating instructional improvement.

Knowledge, interpersonal skills and technical skills are

three complementary aspects of supervision as a

developmental function. 12

EDUCATIONAL TASKS

Supervisors have certain educational tasks at their disposal that enable teachers to evaluate and modify their instruction.

In planning each task, the supervisor needs to plan specific ways of giving teachers a greater sense of professional power to teach students successfully.

Technical supervisory tasks that have such potential to affect teacher development are direct assistance, group development, professional development, curriculum development, and action research.

Cultural tasks that can assist both school and teacher development include facilitating change, addressing diversity, and building community.

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SUPERVISION AND MORAL PURPOSE

Supervision based on moral purpose begins with the

school community asking two broad questions:

1. What type of society do we desire?

Democratic society in which all members are considered

equal.

2. What type of educational environment should supervision

promote in order to move toward the society we desire?

Involves creating an educational environment that prepares

students to be members of that democratic society.

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CONCLUSION

Collegial schools are effective in obtaining student achievement.

The five steps to schools meeting their objectives are:

1. Professional development

2. Direct assistance to teachers

3. Curriculum development

4. Group development

5. Action research

Supervision is identical to leadership for the improvement of instruction

Supervision is based on the job/actions of a person, not their title

For the purpose of instructional improvement, supervisors should have:

o Knowledge of professional development

o Interpersonal skills

o Technical skills (teaching skills) 15

CONCLUSION

Important quotations from the first chapter

• In successful schools, individual needs are fulfilled through organizational goals. Students are engaged in learning.

• The history of instructional supervision is viewed most often as an instrument for controlling teachers.

• Supervision is the glue of successful schools.

• Instructional leadership is to be viewed as a function and process rather than a role or position.

• Those responsible for supervision must possess knowledge, interpersonal skills, and technical skills

• Those supervisory tasks that have potential to affect teacher development are direct assistance, group development, professional development, curriculum development, and action research. 16

THANK YOU17