Developmental Approach to Supervision in Teaching
The Developmental
Approach to Supervision
Carl D. Glickman
Department of Curriculum and Supervision
University of Georgia, Athens
Source: Educational Leadership, November 1980
Compiled by Wipada Prasansaph
Supervisors should…
Recognize stages of
Recognize stages of
professional development
professional development
and treat teachers as individuals.
and treat teachers as individuals.
Case 1
•
Jean Sorrel is a third-year teacher at Highton
Jean Sorrel is a third-year teacher at Highton
School. She is young and enthusiastic,
School. She is young and enthusiastic,
constantly involved with her students,
constantly involved with her students,
providing activities and materials, and asking
providing activities and materials, and asking
teachers for ideas.
teachers for ideas.
Case 2
•
Regina Norton has begun her eighth year at
Regina Norton has begun her eighth year at
Highton School. Students, parents, and faculty
Highton School. Students, parents, and faculty
see her as a stalwart, committed, and
see her as a stalwart, committed, and
exceptional teacher. Other teachers come to
exceptional teacher. Other teachers come to
her often for advice, and she goes out of her
her often for advice, and she goes out of her
ways to help others.
ways to help others.
Case 3
•
George Halson is also a third-year at Highton
George Halson is also a third-year at Highton
School. He often appears confused about how to
School. He often appears confused about how to
manage and organize the classroom to avoid
manage and organize the classroom to avoid
disruption. He is quiet and stays to himself. Rarely
disruption. He is quiet and stays to himself. Rarely
does he initiate conversations with other staff
does he initiate conversations with other staff
members. At the end of the day he quickly gathers
members. At the end of the day he quickly gathers
his materials and leaves for home.
his materials and leaves for home.
Wednesday morning, the supervisor
announces to the staff that…
Their third in-service session on new arithmetic
Their third in-service session on new arithmetic
materials will be held after school. All of the
materials will be held after school. All of the
teachers know they are to attend but their
teachers know they are to attend but their
reactions to the workshop are varied.
reactions to the workshop are varied.
The three teachers’ reaction
•
Jean Sorrell shrugs her shoulders and thinks, “I hope that I can learn some
new activities.”
•
George Halson frowns and thinks, “Another wasted afternoon.”
•
Regina Norton thinks, “ I already know the materials to be explained. My
time could be better spent working on the school curriculum or helping Judy
with new science center.”
Teachers within the same school have different
perceptions of what is useful to them.
Human beings do not think alike.
Human beings do not think alike.
Models of Supervision
•
Nondirective Models
Nondirective Models
advocate that the supervisor be a listener,
nonjudgmental clarifier, and encourager of teacher decision.
•
Collaborative Models
Collaborative Models
advocate that the supervisor be equal with the
teacher, presenting, interacting, and contracting with mutually planned
changes.
•
Directive Models
propose that the supervisor be the determiner and
enforcer of standards of teacher behaviors by modelling, directing, and
measuring proficiency level.
Supervisory Behavior Continuum
Listening
Clarifying
Encouraging
Presenting
Interacting
Counteracting
Modeling
Directing
Measuring
How can you, as a supervisor,
How can you, as a supervisor,
supervise the three teachers differently?
supervise the three teachers differently?
Let’s divide into six groups and discuss the way to supervise
Jean (two groups),
Regina (two groups),
and George (two groups).
The Developmental Approach to Supervision by Carl D. Glickman emphasizes recognizing teachers' professional development stages and treating them as individuals. Through case studies, it showcases how teachers at different stages react to in-service sessions, highlighting the importance of understanding varying teacher needs and perceptions within a school setting.
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Presentation Transcript
The Developmental Approach to Supervision Carl D. Glickman Department of Curriculum and Supervision University of Georgia, Athens Source: Educational Leadership, November 1980 Compiled by Wipada Prasansaph
Supervisors should Recognize stages of professional development and treat teachers as individuals.
Case 1 Jean Sorrel is a third-year teacher at Highton School. She is young and enthusiastic, constantly involved with her students, providing activities and materials, and asking teachers for ideas.
Case 2 Regina Norton has begun her eighth year at Highton School. Students, parents, and faculty see her as a stalwart, committed, and exceptional teacher. Other teachers come to her often for advice, and she goes out of her ways to help others.
Case 3 George Halson is also a third-year at Highton School. He often appears confused about how to manage and organize the classroom to avoid disruption. He is quiet and stays to himself. Rarely does he initiate conversations with other staff members. At the end of the day he quickly gathers his materials and leaves for home.
Wednesday morning, the supervisor announces to the staff that Their third in-service session on new arithmetic materials will be held after school. All of the teachers know they are to attend but their reactions to the workshop are varied.
The three teachers reaction Jean Sorrell shrugs her shoulders and thinks, I hope that I can learn some new activities. George Halson frowns and thinks, Another wasted afternoon. Regina Norton thinks, I already know the materials to be explained. My time could be better spent working on the school curriculum or helping Judy with new science center.
Teachers within the same school have different perceptions of what is useful to them. Human beings do not think alike.
Models of Supervision Nondirective Models advocate that the supervisor be a listener, nonjudgmental clarifier, and encourager of teacher decision. Collaborative Models advocate that the supervisor be equal with the teacher, presenting, interacting, and contracting with mutually planned changes. Directive Models propose that the supervisor be the determiner and enforcer of standards of teacher behaviors by modelling, directing, and measuring proficiency level.
Supervisory Behavior Continuum Listening Clarifying Encouraging Presenting Interacting Counteracting Modeling Directing Measuring
How can you, as a supervisor, supervise the three teachers differently? Let s divide into six groups and discuss the way to supervise Jean (two groups), Regina (two groups), and George (two groups).
