INTRODUCTION

Supervisory Options for Teachers

Here are the main points of Chapter 13:

• Toward a Differentiated System Clinical Supervision as an Option
• Collegial Supervision
• Self-Directed Supervision
• Inquiry-Based Supervision
• Informal Supervision
• Providing Instructional Leadership
• Assessing Our Progress
• Appendix 13-1: An Example of Individual Action Research
• Appendix 13-2: An Example of Cooperative Action Research
• Appendix 13-3: Outlining the Participatory Lesson—Sample Documents
• Appendix 13-4: Questions to Guide Schools in Assessing Their Professional Development, Supervision, and Staff Development Efforts

With keenly peering eyes and snooping nose,

From room to room the Snoopervisor goes.

He notes each slip, each fault with lofty frown,

And on his rating card he writes it down;

His duty done, when he has brought to light,

The things the teachers do that are not right. . . .

The supervisor enters quietly, "What do you need?

How can I help today? John, let me show you.

Mary, try this way."

He aims to help, encourage and suggest,

That teachers, pupils all may do their best. (Anonymous, 1929)

Let's begin by discussing some of Chapter 13: Throughout the thirties, forties, and fifties, the idea that supervision involves improving instruction based on classroom observation gained momentum. Supervision as a means of improving instruction through observation was reinforced by the use of "stenographic reports" which was the brainchild of Romiett Stevens, a professor at Teachers College, Columbia University. Stevens thought that the best way to improve instruction was to record verbatim accounts of actual lessons, "without criticism or comment." Stevens's stenographic account was "the first major systematic study of classroom behavior" (Hoetker & Ahlbrand, 1969).

As Glanz (http://turbo.kean.edu/~jglanz/glanz6.html abserved "Supervisory leadership for the 21st century requires enhanced collaborative relationships, participatory decision-making, reflective listening and practice, and teacher self-direction I all emanating from the constructivist paradigm (Arrendondo, 1999; Osterman, 2000; Sullivan & Glanz, 2000). So how do we define supervision in the new millennium? Supervision refers to a school-based or school-college based activity, practice, or process that engages teachers in meaningful, non-judgmental, and ongoing instructional dialogue for the purpose of improving teaching and learning. Past supervisory practice based on such a definition should be applauded. Future supervisory practice should continue such efforts. When conceived as such, supervision is central to the renewal of classroom teaching and learning. Supervision, in its "beautiful" form (not "ugly" form, to use GlickmanPs, 1998, terms), can be Collaborative rather than hierarchical Dialogic versus didactic Descriptive rather than judgmental Supportive rather than punitive"

Here is an excellent document http://www.ecasd.k12.wi.us/departments/personnel/se/se.pdf from the Eau Claire, Wisconsin School System that outlines their supervision and evaluation policies and procedures. On pages 6-7 you will find some significant Supervisory options for teachers.