This article summarizes a study on developmental supervision, an approach where supervisors match their style (directive, collaborative, non-directive) to teachers' cognitive levels. The study had 16 supervisors and 47 teachers participate. Supervisors received training in developmental supervision's phases and received feedback. The focus was matching supervisory style to teachers' cognitive levels during post-conferences. The study gathered data on supervisors' and teachers' views of different supervisory approaches' effectiveness. One case study example discussed issues like missing lesson plans and grades that were addressed during a post-conference.

1. Developmental Supervision: An Exploratory
Study of A Promising Model
Journal Article Review
By
Tyrone Perkins
EDAM 5320
Spring 2011
Dr Uribe

2. Developmental Supervision: An
Exploratory Study of A promising Model
In 1990 an article was published in the Journal of Education by
Stephan Gordon at the University of Pennsylvania. (Glickman)
Carl Glickman developed supervisory approached that called for
educational leaders to have alternative approaches for
supervising teachers to develop improved instruction and
cognitive growth

3. Glickman’s Study
Tactical Phase Strategic Phase
Supervisor Diagnoses teacher
Conceptual level (CL)
Initially Low (CL )
Moderate (CL)
High (CL)
Select Supervisory
Approaches:
Directive (Directing and
Standardizing)
Collaborative (presenting,
problem solving negotiating)
Non directive (listening,
clarifying, encouraging,
reflecting)

4. The Supervisory Behavior Continuum
Nondirective Collaborative Directive Control Directive
Informational
Teacher (Mutual plan) (Supervisor-suggested plan) (Supervisor Assign)

5. Directive Control Behaviors
1. Presenting: Identify the problem.
2. Clarifying: Ask teacher for input into the problem.
3. Listening: Attend carefully to understand the teacher’s
point of view.
4. Problem Solving: Mentally determine the best solution
5. Directing: Tell expectations to the teacher.
6. Clarifying: Ask the teacher for input into the
expectations.
7. Standardizing: Detail and modify expectations.
8. Reinforcing: Repeat and establish follow-up on
expectations.

6. Directive Informational Behaviors
1. Presenting: Identify the goal.
2. Clarifying: Ask the teacher for input into the goal.
3. Listening: Attend carefully to understand the teacher’s point
of view.
4. Problem Solving: Mentally determine possible actions.
5. Directing: Provide alternatives for the teacher to consider.
6. Listening: Ask the teacher for input into alternatives.
7. Directing: Frame the final choice.
8. Clarifying: Ask the teacher to choose.
9. Standardizing: Detail the actions to be taken.
10. Reinforcing: Repeat and suggest follow-up on the plan.

7. When to Use Directive Informational
Behaviors
1. When the teacher or group is functioning at fairly low
developmental levels
2. When the teacher or group does not possess the
knowledge about an issue that the supervisor does
3. When the teacher or group feels confused,
inexperienced, or at a loss for what to do, and the
supervisor knows of successful practices
4. When the supervisor is willing to take responsibility for
what the teacher or group chooses to try
5. When the teacher or group believes that the supervisor
is credible
6. When time is short, the constraints are clear, and quick,
concrete actions are needed

8. Comparing Directive Control with Directive
Informational
Directive Control
Statements:
It is essential that you…
One of my expectations
is that you…
You need to…
You must…
You will be required to…
I will…
Directive Informational
Statements:
I suggest…
One alternative is…
You could…
In my own teaching, I’ve
found that…
Which alternative do
you wish to try?
I would be willing to…

9. Research
Focus of the study was to match the supervisors style with
the teachers cognitive level during teachers post
conference.
Study Objectives
Gathering Descriptive Data
Supervisors effectiveness at using approaches (D. C. ND)
Teachers view of the use of the approaches
Supervisors view of the use of the approaches

10. Participants in the Study
1. There were 16 supervisors who were enrolled in either
graduate supervision courses or workshops.
2. 47 teachers took part in the study and represented a
range of urban, suburban, rural, elementary, middle
and secondary schools as well as all the content areas.

11. Supervisor Training and Field
Activities
3 hours training sessions
Review of the principles and stages of clinical
supervision.
Training included video tape demonstrations, role
play, presentation and feedback.
Clinical supervision phases pre-conference, classroom
observation, analysis, planning,
post conference, action plan, follow up and post
critique.

12. Case Study
Conference items discussed:
Missing lesson plans.
Missing Grades for Art.
Absence of a teacher’s webpage.
Failure to use the district adopted lesson plan
template.
Failure to use comprehensive behavior charting
system.

13. References
Gordon, S. (1990). Developmental Supervision: An
Exploratory Study of A Promising Model. Journal of
Curriculum and Supervision Vol. 5 Num. 4 293-307