Supervisory Practice Matthew Ward Grand Canyon University September 20 2011

Supervision Models
Although

there are a variety of approaches to supervising, the following models have experienced wide levels of success and are therefore used throughout the teaching profession.
Differentiated

Supervision Clinical Supervision Professional Development Plans

Supervisory Practices: Introduction

Supervisory Practices: The science of supervision and leadership are well researched and as a result there have been a variety of supervision practices, or models created with the goal of improving employee performance.

Models: Supervision models address ways to establish a reflective and reliable way to monitor and increase the levels of production.

Supervision in Education: Education supervision models targeting teacher performance are often made up of a variety of stages meant to better the learning process of teachers in the classroom. Supervision approaches often change throughout the career of a teacher as they gain experience in the profession

Differentiated Supervision

Model:

Differentiated Supervision

Differentiated Supervision: is a supervisory approach which has a variety of options for teachers as they progress in their educational expertise. Creators: The model was designed by Carl Glickman, Stephen Gordon, and Jovita RossGordon. Approaches:

Directive Supervision Directive Informational Supervision Collaborative Supervision Nondirective Supervision

Directive Supervision

Directive Supervision: Is a supervision model which requires a high level of individual support from the supervisor. Directive Supervision is typically used for new staff members or staff members which require one-on-one guidance. Supervisor Role: In the Directive Supervision model the supervisor is considered the expert and acts as a guide to the staff member. Direct supervision models are meant to be temporary, used just until the staff member is able to take on more responsibility. The supervisor also takes on the ownership in the following areas:

Staff Member Role: Explain concerns and issues to the supervisor and work together, using the supervisors experience to build a plan for success.

Communication Meetings Contact time Corrective actions

Directive Informational Supervision

Directive Informal Supervision: A model used best for staff with limited experience,1-2 years, or pervious staff members branching out and taking on new roles. Supervisor Role: The supervisor still has a very involved role and often guide the direction and choices of the teacher and are expected to initiate communication and support services but all the teacher to be more self-directive. Staff Member Role: Staff members in directive informational supervision models are expected to me more self-directive concerning lesson planning and problem solving.

Collaborative Supervision

Collaborative Supervision: Targeted at staff members with some experience teaching and with a firm grasp on their area of expertise. In this model the supervisor and the staff member are on a more Supervisor Role: The supervisors goal is to provide the staff member with additional expertise in areas that the staff member has not yet perfected. In most areas the supervisor and staff member are equals, but the supervisor still holds authority. Staff Member Role: Most of the responsibility rests on the staff member in collaborative supervision. The supervisor and staff member work together on areas needing clarity or improvement.

Nondirective Supervision

Nondirective Supervision: Designed for outstanding staff members who have already attained an expert level in both content and teaching strategies. Considered more of an expert in a particular area than the supervisor. Supervisor Role: The supervisor plays an active role but maintains a more Laissez faire approach to supervision, offering encouragement and insight. Staff Member Role: The staff member often initiates contact with the supervisor in order to gain a different perspective on an issue.

Clinical Supervision

Model:

Clinical Supervision

Developed in the 1950s and 1960s by Morris Cogan at Harvard University. Designed to promote growth within the teaching profession and improve instructional practices and student learning. Designed with a three stage Cyclical nature design Cyclical nature Design:

Pre-observation conference Classroom Observation Post-observation conference

Pre-Observation

Pre-observation Conference: The preobservation meeting is designed to provide focus to the lesson using the supervisor as a guide. Talk Through: Before the lesson the teacher and the supervisor talk through the elements of the lesson with the objective of strengthening any areas of potential weakness. Supervisor Role: Use experience and expertise to guide the teacher lesson place in the areas of lesson design, classroom management, time management, content, and more.

Classroom Observation
Classroom

Observation: The supervisor sits in as a non-functioning member of classroom environment to gather data and record opportunities for improvement and areas of strengths. Data: The data collected should be specific as it will be used in the postobservation conference to provide constructive feedback to the teacher.

Post-Observation
Post-observation

Conference: The postobservation conference is lead by the supervisor. The goal of the postobservation conference is that the supervisor provides detailed strengths and weaknesses of the lesson accompanied by constructive criticism and future goal setting.

Clinical Supervision Process

Professional Development Plan

Model:

Professional Development Plan

The

Professional Development Plan aims to increase teachers proficiency, professional & personal development over time. Professional development plans provide educators with opportunities to progress and grow throughout the course of their careers.

Professional Development: Venn Diagram

Professional Development Plans

Self

Supervision: Professional Development Plans, although monitored by the school and state, are largely placed under the responsibility of the teachers.

Teachers are required to follow a series of steps to document learned information and future goals. Professional development Plans are often used as an avenue for recertification.

Professional Development Plans

Teacher

Requirements: Teachers are required to document the following:

Description

of goals Rational for goals Plan for assessing/documenting goals Plan for meeting goals Reflection and summary

Professional Development Plan: Venn Diagram

Conclusion
Supervision and continued education in schools today has become a very planned out and calculated process. Plans and strategies are now in place, not only for short term individual successes, but for long term future goals and collaborative successes. Whether in the models of the Professional Development Plan, Clinical plan, or Differentiated Plan of supervision teachers and administrator's are working together as a collaborative team to achieve school wide success.

References
Differentiated supervision. (n.d.). Retrieved from http://www.mdecgateway.org/olms/data/resourc e/7992/Differentiated%20Supervision.pdf. Anker Publishing Gupton, S. (2003). The instructional leadership toolbox. Thousand oaks, CA: Corwin Press. Mahaffey, D., Lind, K., & Derse, L. (n.d.). Professional development plan. Retrieved from http://dpi.wi.gov/tepdl/pdf/pdpeducatortoolkit.pdf