1. SUMMARY FROM
Chapter 1
Supervision For Successful Schools
SUPERVISON OF INSTRUCTION
A Developmental Approach
Author:
Carl D. Glickman
Stephen P. Gordon
Jovita M. Ross-Gordon 1

2. INTRODUCTION
 Three types of school
• Conventional School
• Congenial School
• Collegial School
 Successful schools create a “SuperVision” or
instructional leadership that gives purpose and
direction to the common world of adults.
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3. CONVENTIONAL SCHOOL
 Characterized by dependence, hierarchy, and
professional isolation
 Example: Germando Elementary
“I think you will find that I run a tight ship”
 Teachers not only use the same textbook, but are
on the exact same page everyday.
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4. CONGENIAL SCHOOL
 Characterized by friendly social interactions
and professional isolation
 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
wouldn’t want to teach anyplace else.”
 Teachers have the same textbook, but can teach
anyway they please.
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5. COLLEGIAL SCHOOL
 Characterized by purposeful adult interactions about
improving school-wide teaching and learning
 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
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6. 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
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7. 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
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 7

8. SUPERVISORY GLUE AS A METHAPHOR 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.
 These people will make the vision a reality.
 Supervision is identical to leadership for the
improvement of instruction.
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9. WHO IS RESPONSIBLE FOR SUPERVISION?
 All staff members who actively work to improve
instruction
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10. ORGANIZATION OF THIS BOOK
Figure 1.1 – Supervision and successful schools
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11. SUPERVISION FOR SUCCESSFUL SCHOOL
 Supervisor must have certain prerequisites:
i. Knowledge
Supervisors need to understand the exception,
what teachers and school can be- in contrast to the
norm- what teachers and schools typically are.
They also need to understand how knowledge of
adults and teacher development and alternative
supervisory practices can help break the norm of
mediocrity found in typical school.
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12. ii. Interpersonal skills
Supervisors must know how their own interpersonal
behaviors affect individuals as well as groups of
teachers and the study ranges of interpersonal
behaviors that might be used to promote more
positive and change oriented relationships.
iii. Technical skills
This skills needed in observing, planning, assessing,
and evaluating instructional improvement.
 Knowledge, interpersonal skills and technical skills are
three complementary aspects of supervision as a
developmental function. 12

13. EDUCATIONAL TASKS
 Supervisors have certain educational tasks at their
disposal that enable teachers to evaluate and
modify their instruction.
 In planning each task, the supervisor needs to plan
specific ways of giving teachers a greater sense of
professional power to teach students successfully.
 Technical supervisory tasks that have such
potential to affect teacher development are direct
assistance, group development, professional
development, curriculum development, and action
research.
 Cultural tasks that can assist both school and
teacher development include facilitating change,
addressing diversity, and building community.
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14. SUPERVISION AND MORAL PURPOSE
 Supervision based on moral purpose begins with the
school community asking two broad questions:
1. What type of society do we desire?
Democratic society in which all members are considered
equal.
2. What type of educational environment should supervision
promote in order to move toward the society we desire?
Involves creating an educational environment that prepares
students to be members of that democratic society.
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15. CONCLUSION
 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) 15

16. CONCLUSION
Important quotations from the first chapter
• In successful schools, individual needs are fulfilled
through organizational goals. Students are engaged in
learning.
• The history of instructional supervision is viewed most
often as an instrument for controlling teachers.
• Supervision is the glue of successful schools.
• Instructional leadership is to be viewed as a function
and process rather than a role or position.
• Those responsible for supervision must possess
knowledge, interpersonal skills, and technical skills
• Those supervisory tasks that have potential to affect
teacher development are direct assistance, group
development, professional development, curriculum
development, and action research. 16

17. THANK YOU
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