Supervision and Professional Development JHU SPSBE

Glickman Chapter 1 Chapter Outline Supervision of Instruction: A Developmental Approach 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)

Below are page numbers with some important quotations from the first chapter: Page 5 In successful schools, individual needs are fulfilled through organizational goals. Students are engaged in learning. Page 8 The history of instructional supervision is viewed most often as an instrument for controlling teachers. Page 9 Supervision is the glue of successful schools. Page 10 Instructional leadership is to be viewed as a function and process rather than a role or position. Page 11 Those responsible for supervision must possess knowledge, interpersonal skills, and technical skills (Page 12) Page 12 Those supervisory tasks that have potential to affect teacher development are direct assistance, group development, professional development, curriculum development, and action research. Three types of schools:

Conventional School characterized by dependence, hierarchy, and professional isolation o Example: Germando Elementary I think you will find that I run a tight ship

Glickman, C.D., Gordon, S.P. & Ross-Gordon, J. (2004). Supervision and Instructional Leadership: A Developmental Approach. Sixth Edition. Boston: Allyn and Bacon.

Supervision and Professional Development JHU SPSBE

Teachers not only use the same textbook, but are on the exact same page everyday. Congenial School characterized by friendly social interactions and professional isolation o 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 wouldnt want to teach anyplace else. o Teachers have the same textbook, but can teach anyway they please. Collegial School characterized by purposeful adult interactions about improving school-wide teaching and learning o 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 Successful schools create a SuperVision or instructional leadership that gives purpose and direction to the common world of adults.
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Supervision: A New Name for a New Paradigm 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 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
Glickman, C.D., Gordon, S.P. & Ross-Gordon, J. (2004). Supervision and Instructional Leadership: A Developmental Approach. Sixth Edition. Boston: Allyn and Bacon.

Supervision and Professional Development JHU SPSBE

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 Supervisory Glue as a Metaphor 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. o These people will make the vision a reality o Supervision is identical to leadership for the improvement of instruction. Who is responsible for SuperVision? All staff members who actively work to improve instruction Organization of this book o Supervisory tasks that have the potential to affect teacher development o Direct assistance o Group development o Professional development o Curriculum development o Action research

Glickman, C.D., Gordon, S.P. & Ross-Gordon, J. (2004). Supervision and Instructional Leadership: A Developmental Approach. Sixth Edition. Boston: Allyn and Bacon.