Supervisory Approaches
Supervisory Approaches
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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
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