THE DEVELOPMENT OF EDUCATION BELIEFS, TEACHING SUPERVISION BY JM

1. TITLE LOREM IPSUM
The Development of
education beliefs, teaching
and supervision
BY:JM

2. Glickman defines DEVELOPMENTAL
SUPERVISION as leadership for the improvement of
instruction viewed as a function and a process
rather than a role or position.
DEVELOPMENTAL SUPERVISION

3. GLICKMAN et al. (2004)
categorize supervision behavior's as listening, explaining, encouraging,
reflecting, showing, problem solving, talking, giving directives,
standardizing and consolidating and combine these behaviors into these
approaches to decide if the teacher or supervisor to be responsible in
making decision.
DEVELOPMENTAL SUPERVISION

4. .
DEVELOPMENTAL
SUPERVISION
DIRECTIVE
DIRECTIVE
INFORMATIVE
COLLABORATIVE
NON-DIRECTIVE
4 MAIN SUPERVISORY
APPROACHES

5. ◦ In directive informative approach, supervisor still plays the major
role than the teacher. This approach is very helpful to teachers who
are inexperienced, confused and unable to find solutions to the
problem they face. Thus the supervisor needs to be aware of the
issues of confidence and credibility as he or she plays the role of
expert. Teachers are given a few solutions to choose the best
practice for him or her (C. Glickman, S. Gordon, J. Ross-Gordon —
Supervision of Instruction – 4th edition, 1998)
1. DIRECTIVE INFORMATIVE APPROACH

6. 2. DIRECTIVE APPROACH
 In directive, the supervisors give orders and determine what the
teacher has to follow regarding the content, materials and techniques
(Blumberg, 1980) which is described as “bureaucratic supervision
belief” Sullivan and Glanz (2000)
 Directive supervisor provides the most effective method to improve
teaching and identify the problems and give alternatives to solve the
problems. At this point, the supervisor understands the problem
occurs by knowing the cause of the problem and his decisions are
more suitable to improve teaching (Glickman et al., 2004).

7. At the same time, the supervisor makes it clear with the consequences if the
teacher fails to follow as commanded. Moreover the decision-making is done by
the supervisor as the teachers unable to deal with the problem effectively
(Nolan & Hoover, 2008; Pajak, 2000; Zepeda, 2007; Ulan, 2012).
As Cogan (1973) claims that teaching requires ideas from both supervisor and
teacher for improvement, directive approach opposes this view. Teachers have
the negative perception on supervision that always judges their competency in
teaching , directive approach which supervisors fully directs teachers what to
do cause the supervisory role become autocratic which is similar to the finding
of Mhd. Zaki (2001).
2. DIRECTIVE APPROACH

8. ◦Furthermore, directive control of supervisor can lead the
teacher to feel inferiority and affect their self- esteem as they
are always directed by their supervisor. It can also cause the
teacher to feel anxious whenever the supervisor observes
them because they will be worried if they meet the
supervisors’ expectations (Gebhard, 1984).
2. DIRECTIVE APPROACH

9. collaborative approach where the teacher and supervisor play
equal role in decision-making process. The role of supervisor is to
work together with teachers but not to direct them. Cogan (1973)
claims this approach as a “clinical supervision” where he believes
teaching is a problem-solving process that needs shared ideas
between supervisor and teacher to find the best solution. Through
discussion they can produce a hypothesis, experiment and execute
tactic that become a practical solution to the encountered
problem (Gebhard, 1984).
3. COLLABORATIVE APPROACH

10. ◦ This approach is more applicable as the teacher and supervisor have the
same level of expertise, concern about the problem and specialism. If the
supervisor knows part of the problem and teachers aware of the other part
of the problem, collaborative approach should be applied. Teachers are given
chances to propose suggestions for the problems. The purpose of
collaborative is to reach mutual plan at the end of the discussion and be
responsible for chosen action (DiPaola and Hoy, 2008; Glickman et al., 2004;
Nolan and Hoover, 2008; Pajak, 2000; , 2012; Zepeda, 2007).
3. COLLABORATIVE APPROACH

11. ◦ This allows both the supervisor and teacher sustain positive
professional development and work together to reach common
purpose of instructional improvement. The supervisor listens to
the teacher’s view of the problem and then he or she presents his
view of the problem by adding information regarding the noticed
problem that the teacher might not be aware of. Then the
supervisor clarifies if the teacher understands his or her point of
view
3. COLLABORATIVE APPROACH

12. ◦ At the same time, disagreement is accepted as both the supervisor
and teacher have different perception of the problem. This
facilitates to find the best solution where they can think critically
of the problem and ensure that the chosen solution is able to
overcome it. If there is difficulties occur to reach consensus both
should ready to compromise with each other’s suggestion (C.
Glickman, S. Gordon, J. Ross-Gordon — Supervision and
Instructional Leadership – 8th edition, 2010).
3. COLLABORATIVE APPROACH

13. When the supervisors see their role as helping teachers to
understand their own decision regarding content and the
techniques that they use, Blumberg (1980) categorized it as non-
directive which is described as “democratic supervision belief”
Sullivan and Glanz (2000). Glickman et al., (2004)
4. NON-DIRECTIVE APPROACH

14. ◦ It is more appropriate to use non-directive when the teacher functions at
higher level of expertise, commitment and responsibility towards a decision.
At this point, the teacher is able to solve the problems that he or she faces in
teaching and supervisor will be nonjudgmental but encourage them to
explore new ideas (DiPaola and Hoy, 2008; Glickman et al., 2004; Nolan and
Hoover, 2008; Pajak, 2000; Zepeda, 2007).
4. NON-DIRECTIVE APPROACH

15. ◦ Teachers make the decision as they are assumed to know which instructional change they
need to make while the supervisor provides feedback that allow teachers to think of ideas of
their actions.
◦ The supervisor who uses non-directive approach should listen to the teacher on how they view
the encountered problem and let the teacher to think of the problem in different ways.
Supervisor has to reflect on the teacher’s explanation regarding the problem.
◦ Then the supervisor asks the teacher to think to find possible solutions to the problem and the
consequences that may occur on the solutions fond. The solution found by the teacher should
be applicable and reasonable for him or her to implement. In this way, the supervisor assists
teachers on their solution without influencing their decision (C. Glickman, S. Gordon, J. Ross-
Gordon — Supervision and Instructional Leadership – 8th edition, 2010).
4. NON-DIRECTIVE APPROACH

16. ◦ However, this model has its detrimental factors in the process of applying. In general, the most
important aspect of developmental supervision is choosing the most appropriate approach
that matches teacher’s developmental level, expertise and commitment.
◦ Hence, it will be complicated task for the supervisor to choose the appropriate approach for the
teachers. This is due to differences that teachers have in terms of their developmental level,
commitment and expertise.
◦ In nature, teachers have different characteristics. Teachers who are expert in the subject
matter may have low commitment towards teaching on the other hand teachers who have low
of developmental level may have high level of commitment towards teaching. In this way the
supervisor faces difficulties to choose the right approach for the teachers. Another issue that
needs to be considered is teachers characteristics can be influenced by the situations they are
in.
4. NON-DIRECTIVE APPROACH

17. 1. DIFFERENTIATED
SUPERVISION
2. CONTEXTUAL
SUPERVISION
3. PEER
SUPERVISION
DEVELOPMENTAL
SUPERVISION MODELS

18. oDifferentiated supervision is mainly teacher-driven and the
supervisor plays role as a mentor to the teacher (Glatthorn,
1997; Fritz&Miller, 2003). In this model, supervised teachers’
needs, skill levels, past experience and motivation towards
subject matter are taken into account. As teachers may vary in
these ways supervisor should use different methods (Glickman,
1981).
1. DIFFERENTIATED SUPERVISION

19. ◦ Contextual supervision is a model which adapts the supervision to the
different situations rather than using existing models (Bouchamma, 2007).
This model is suitable to supervisory styles with teacher’s developmental
level to complete the selected teaching task (Ralph, 1998; Fritz&Miller,
2003). Based on this model, teacher’s developmental level refers to their
level of confidence (enthusiasm, willingness motivation, interest) to
complete certain task and competence (skills, capability, knowledge) their
involvement in the task (Ralph, 1998; Fritz&Miller, 2003).
2. CONTEXTUAL SUPERVISION

20. ◦ “Peer supervision” also called “colleague consultation” or “peer observation”
is a voluntary and confidential process in which competent professionals with
adequate training, observe and conference with another, sharing their
expertise and experience. They provide one another with feedback, support,
and opportunity to reflect upon practice” (Nolan & Hoover, 2005 p.86).
◦ This kind of supervision is carried out among peers that provide a room for
collaboration that is intended to improve effectiveness. To carry out this
process, tools like portfolios and class observation charts are necessary
3. PEER SUPERVISION

21. ◦ Peer observation comprises setting goals for supervision, drafting indicators, developing
instruments, and assists each other on the evaluation process, analysing and interpreting the
collected data, planning improvement and targeting future- actions (Bouchamma, 2007;
Santa, 2001).
◦ The process of peer evaluation brings benefits to teachers. This will allow teachers to be
motivated for improvement, inquire one’s work and improve education as a whole (Santa,
2001). In another study, Nicklaus & Ebmeier (1999) mentioned that peer observation can
improve teachers’ commitment, collaboration and promote self-esteem. This shared
supervision enables teachers to develop and provide the chance of having supervising position
in their professional practice. Moreover, it also allows collaboration among mentors and
university teaching unit in the aim of reforming the study of education (Silva & Dana, 2001).
3. PEER SUPERVISION

22. BY:JM