The document summarizes key points from the first chapter of a book on instructional supervision. It identifies three types of schools - conventional, congenial, and collegial - and argues successful schools create "SuperVision" through instructional leadership. Collegial schools characterized purposeful adult interactions to improve teaching and learning, while conventional schools focused on dependence and control. The chapter traces the evolution of supervision from a conventional paradigm of control to a developmental approach emphasizing teacher growth, collaboration, and reflective inquiry. It identifies knowledge, interpersonal skills, and technical skills as prerequisites for effective supervision aimed at instructional improvement.
In this slideshow one of the important topic of Bachelor of education is covered i.e. Teacher Autonomy and Accountability, needs of teacher Autonomy, qualities of good and Accountable teacher, duties of class teacher,
Significance of knowledge. Rights and duties of teacher and studentsAttique Hassan
Especially a assignment for education.
rights and duties of teachers and students are given in word and some slides are also in this.
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pakistan
In this slideshow one of the important topic of Bachelor of education is covered i.e. Teacher Autonomy and Accountability, needs of teacher Autonomy, qualities of good and Accountable teacher, duties of class teacher,
Significance of knowledge. Rights and duties of teacher and studentsAttique Hassan
Especially a assignment for education.
rights and duties of teachers and students are given in word and some slides are also in this.
editing is not allowed. in order to edit put a password.
pakistan
Transformative organization and governanceSam Luke
The transformative perspective fundamentally involves a transition in the forming process, from one focused on incremental change to that catalyst oriented towards quantum change.
L Heading For Constructing: The Reform Direction Of College Teaching A Case S...inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
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.
2
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.
3
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.
4
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
5
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
6
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.
8
9. WHO IS RESPONSIBLE FOR SUPERVISION?
All staff members who actively work to improve
instruction
9
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.
11
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.
13
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.
14
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