Running head: SUPERVISORY PLATFORM

Instructional supervision is working with others in order to reflect, explore, and problem
solve. An instructional supervisor can create a link that helps a school achieve its objectives by
working closely with teachers and the community. Glickman, Gordon, and Ross-Gordon (2013)
state, Supervision is the function in schools that draws together the discrete elements of
instructional effectiveness into whole-school action (p.8). This highlights how supervisors play
a crucial role in holding a successful school intact.
The purpose of supervision is to develop a well-rounded vision of a school, teaching, and
learning. Supervisors, teachers, and community members can work together to bring a vision to
life (Glickman, Gordon, & Ross-Gordon, 2013). This includes supporting and improving
teaching in order to reach all students and promote high achievement. All teachers and students
can grow with encouragement; therefore, supervision can help everyone meet their individual
goals.
A supervisor should possess a diverse range of knowledge about all content areas, have
experience with technology, and be a lifelong learner. Supervisors should set clear expectations
and nurture growth. Knowledge of adult learning and development is also essential because
adults neither develop in all areas at the same rate nor to the same level or extent (Walsh, 2010,
p.5). In addition, a supervisor should have excellent communication skills to work with others
and inspire teachers to continue improving. Supervisors should have an understanding of the
teachers that they work with and nurture ongoing dialogue. This can help differentiate
supervision practices to meet the needs of each teacher. By understanding how teachers grow
optimally in a supportive and challenging environment, the supervisor can plan the tasks of
supervision to bring together the school communitys goals and teacher needs into a single fluid
entity (Glickman, Gordon, & Ross-Gordon, 2013, p.10). While the supervisor keeps the

SUPERVISORY PLATFORM

schools goals and teachers goals at heart, he/she should have a positive attitude. Valuing the
opinions of others and facilitating change would contribute to a positive attitude.
Everyone in the school building plays an integral role in the schools success. A
supervisor should act as a facilitator, work with staff members, and have an awareness of the
teachers needs. Supervisors should directly assist teachers in finding materials, learning
instructional methods, and meeting students needs. Direct assistance should be reflective and
ongoing. In addition, it is crucial for teachers to collaborate and develop as a group; therefore,
supervisors should be aware of this and provide opportunities for teamwork. Finally, teachers
need a clear curriculum that can be reflected upon and changed with their input and the
knowledge gained from the results of action research.
Finally, teachers should know that they are valued and that their opinions and goals for
professional growth are being met. Differentiated supervision can provide a strong foundation for
a positive relationship between supervisors and teachers. Effective teacher supervision must be
directed by a belief system that empowers teachers to self-direct their professional growth
(Walsh, 2010, p.6). Giving teachers the opportunity to set their own goals and have choice can
show that the supervisor respects their needs. A supervisor can also build a positive climate by
supporting a community of learners and addressing diversity in a sensitive way.
Overall, instructional supervision should take into account the school, community, and
individual goals to improve student learning (Glickman, Gordon, & Gordon-Ross, 2013). This
can be fostered with a differentiated approach. Supervisors must transform the teacher
observation process, provide choice, focus on professional growth, and view supervision as a
process that consists of reflection and collaboration (Walsh, 2010). Supervisors should be seen as
facilitators who are willing to support and empower everyone!

SUPERVISORY PLATFORM
References

Glickman, C.D., Gordon, S.P. & Ross-Gordon, J.M. (2013). The Basic Guide to SuperVison and
Instructional Leadership: (3rd edition). Boston, Mass: Pearson Education, Inc.
Walsh, K. (2010) Differentiating Teacher Supervision. NJASCD Journal of Supervision and
Curriculum Development. 54(2010), 71-78.