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Supervisory Approaches

The directive control method is used to transmit supervisor expectations to teachers clearly. The collaborative method is based on the participation of equals making instructional decisions. The nondirective method is used when the supervisor is helping the teacher to figure out their own plans.
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0% found this document useful (0 votes)
200 views5 pages

Supervisory Approaches

The directive control method is used to transmit supervisor expectations to teachers clearly. The collaborative method is based on the participation of equals making instructional decisions. The nondirective method is used when the supervisor is helping the teacher to figure out their own plans.
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Developmental Supervision
4 supervisory approaches
DIRECTIVE CONTROL The directive control method of supervision is used to transmit supervisor expectations to teachers clearly. Supervisors using this method enforce their ideas using a hierarchical approach. Directive control supervision consists of behaviors of presenting, clarifying, listening, problem solving, directing, standardizing, and reinforcing, all with line authority. The direction is mostly from supervisor to teacher. This is used best when teachers have little expertise, involvement, or interest in instructional problems and time is of the essence. This is a great approach in an emergency situation. DIRECTIVE INFORMATIONAL The directive informational method of supervision is used to direct the teacher to consider and choose from clearly delineated alternative actions. In this method, the supervisor is the main source of information, goal articulation, and practices. But, the supervisor asks the teachers input and they change their choices in the classroom. In the end, the teacher is asked to make the decision as to which practices to use. This approach is typically used when the expertise and confidence of the supervisor clearly outweighs the teachers own information and experience. COLLABORATIVE

The collaborative method of supervision is based on the participation of equals making instructional decisions. The outcome of this is a mutual plan of action. This method consists of clarifying, listening, reflecting, presenting, problem solving, negotiating, and standardizing. This is the appropriate method to use when teachers and supervisors have the same level of experience and concern with the problem. NONDIRECTIVE The nondirective method of supervision is used when the supervisor is helping the teacher to figure out their own plans. This method consists of listening, reflecting, clarifying, encouraging, and problem solving. It can be used when teachers have a greater amount of expertise and knowledge about the problem than the supervisor. The supervisor must be non judgmental when using this approach and allow the teacher to direct the meeting. The purpose is to provide an active sounding board for thoughtful participation. With these four approaches in mind, developmental supervision can be done using any one of these approaches. A supervisor can use each situation to determine which approach would be best fitted with that particular teacher. Here is a link to a chapter of a book on developmental supervision. It has lots of information that I found very helpful when learning about developmental supervision. http://www.units.muohio.edu/eduleadership/faculty/badiali/badiali_eval/handbook_chapter.pdf -Jessica McCormack

The application of Developmental Supervision


According to Glickman, the best method for determining whether to use collaborative, nondirective or directive is to combine observation of the teacher with discussions. The supervisor should ask several questions. For example, what has the teacher tried on their own does the teacher ask questions or ask for help in the classroom does the teacher recognize if there is a problem in the classroom does the teacher rely on the same strategies and ideas does the teacher use several different methods of instruction does the teacher rely too much, or not enough on colleagues If a teacher works well with other teachers and has good ideas and classroom strategies, but may be hesitant to initiate ideas on their own, the collaborative approach might be most beneficial. Check out this example of a post-observation conference using the collaborative approach.

If a teacher is having difficulty with classroom management, has a tendency to rely on the same strategies over and over with little regard to their success, and continues to demonstrate inconsistent performance in the classroom, the directive informational approach may be the solution. This video is a comical example of a SUPERvisor who clearly needed to save the day from teachers in need of the directive control approach. He may be going a bit too far!

If a teacher has solid classroom management, thorough and well executed lesson plans, is consistently prepared, uses a variety of teaching methods with little guidance and has excellent ideas and good student relationships, the non-directive approach is best.
We all know this teacher. In my high school, this is the Physics teacher who has made Physics the favorite class of junior year. He uses real world examples in all of his lessons, hands-on learning throughout each class period, encourages participation from all students and has an obvious love of teaching that is recognized immediately upon entering his classroom. He requires very little, if any, supervision. However, he is open to ideas and frequently makes contact with guidance counselors, child study team members and coaches to be sure he is reaching all of his students.

It is important to note that the Supervisor will likely rely on a different approach and must be prepared to shift from one to another depending on the developmental level of the teacher. Glickman suggests that after observation and questioning, if a supervisor is unsure which approach is correct he or she should begin with collaborative and be prepared to shift to either nondirective or directive. This is a quick reference from Michigan State University Assist: http://assist.educ.msu.edu/ASSIST/school/principal/workbegintchrs/tooldevtalsuper.htm -Maria Mensinger

Rationale for Developmental Supervision


The rationale for developmental supervision is to provide the individual or group with the appropriate level of supervision based on their current level of functioning, with the ultimate goal of having the individual or group become more responsible for their own actions over time. The individual or group may initially start out requiring a large amount of directive supervision. The supervisor will move towards having them require a less amount of supervision such as the collaborative or non directive approach of supervision. The rationale for using a more structured form of supervision such as directive supervision, would be for those functioning at a low level. Those functioning at a moderate level would benefit from collaborative supervision and those functioning at a high level would benefit from the non directive approach. According to Glickman, there are 3 points related to teacher development and supervision. The first one states that teachers who function at higher developmental levels, tend to use a variety of instructional behaviors associated with successful teaching (pp. 192). Second, teachers who are more independent with their actions, in turn, teach their students to think the same way and assist them with being more independent. In addition, teachers who function at higher levels, tend to be on board with overall school improvements in instruction. It would make sense that facilitating individuals to become independent and take more responsibility would in turn encourage them to be more involved, dedicated and active in other areas. There is the concern that the needs of the group or individual may vary. Some of the reasons for this variability may include, change in the subject they are teaching or change in the grade they are teaching. There may also be periods were personal issues may affect the level of functioning of the individual. If there are a variety of individuals working at different levels within the same group, the supervisor must base the level or type of supervision depending on the group as a whole. The goal is still the same, which is to facilitate the group in working towards more independence and responsibility for their actions. This model is similar to the models we follow with our students. We are there to provide support and to guide our students. We strive to make our students independent and to have them take responsibility for their actions. We should be encouraging our staff to do the same. As an "educational community", we need to be motivated, and move forward to provide the best services we can to our collegues and our children, for all to be successful. Christine Matrisciano
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