This document discusses Glickman's theory of developmental supervision, which views supervision as a process aimed at improving instruction. The theory proposes that teachers operate at different levels of professional development and effectiveness, so they need to be supervised in different ways. The goal of supervision is to help every teacher progress to higher stages of thought. The supervisor's task involves three phases - diagnostic, tactical, and strategic. In the diagnostic phase, the supervisor assesses teachers. In the tactical phase, the supervisor helps teachers solve immediate problems using directive, collaborative, or nondirective approaches. In the strategic phase, the supervisor aims to accelerate teacher development by exposing them to new ideas and problem-solving techniques.

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

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. Underlying Propositions:
1. TEACHERS OPERATE AT DIFFERENT LEVELS OF PROFESSIONAL
DEVELOPMENT SINCE THEY HAVE VARIED PERSONAL BACKGROUNDS
AND EXPERIENCES.
2. TEACHERS OPERATE AT DIFFERING LEVELS OF THOUGHT, ABILITY AND
EFFECTIVENESS THUS THEY NEED TO BE SUPERVISED IN DIFFERENT
WAYS.
3. THE LONG – RANGE GOAL OF SUPERVISION SHOULD BE TO INCREASE
EVERY TEACHER’S ABILITY TO GROW TOWARD HIGHER STAGES OF
THOUGHT.

4. SUPERVISOR’S TASK:
Phase One:DIAGNOSTIC
Supervisor makes diagnoses through:
1.Talking with and observing teachers in action and
asking questions.
2.Observing classroom teaching behaviors.

5. Phase Two: TACTICAL
Focuses on the immediate concern of helping teachers solve current
instructional problems.
Supervisory Approaches:
1. DIRECTIVE APPROACH
- Supervisor provides teachers with a great deal of information and
advice. This calls for high supervisor responsibility.
- The supervisor does not attempt to force teachers to use a specific
action but instead suggests alternatives for the teacher to consider
and choose.

6. •2. COLLABORATIVE APPROACH
- SUPERVISOR WORKS WITH TEACHERS TO SHARE
PERCEPTIONS OF A PROBLEM, PROPOSE ALTERNATIVES, AND
NEGOTIATE A MUTUALLY DESIGNED PLAN OF ACTION.
- THE SUPERVISOR AND TEACHERS SHARE RESPONSIBILITY FOR
THE FINAL DECISION.

7. •3. NONDIRECTIVE APPROACH
- THE SUPERVISOR INVITES TEACHERS TO DEFINE
INSTRUCTIONAL PROBLEMS THEMSELVES, GENERATE
ACTIONS, THINK THROUGH CONSEQUENCES AND CREATE
THEIR OWN ACTION PLANS. THIS CALLS FOR LOW
SUPERVISOR RESPONSIBILITY AND HIGH TEACHER
RESPONSIBILITY FOR THE FINAL DECISION.
- SUPERVISOR ENCOURAGES TEACHERS MAKE CRITICAL
DECISIONS AND FOLLOW THROUGH ON THOSE DECISIONS,
AND BY BEING AN INVOLVED FACILITATOR, HELPING
TEACHERS CLARIFY THEIR PERCEPTIONS AND PLANS.

8. • PHASE THREE: STRATEGIC
• AIMED AT ACCELERATING THE DEVELOPMENT OF TEACHER
ABSTRACTION, HELPING TEACHERS TO THINK HARDER AND
SMARTER, AND STIMULATING THEIR PROBLEM – SOLVING ABILITIES.
• STRATEGIES:
1. GRADUALLY EXPOSE TEACHERS TO NEW IDEAS, WAYS OF VIEWING
STUDENTS AND INSTRUCTION, PROBLEM – SOLVING TECHNIQUES
AND TEACHING METHODS.
2. GRADUALLY LESSEN TEACHERS DEPENDENCE ON THE
SUPERVISOR DURING DECISION – MAKING CONFERENCES.
3. INVOLVE TEACHERS EXHIBITING LOWER LEVELS OF ABSTRACTION
WITH TEACHERS EXHIBITING SLIGHTLY HIGHER LEVELS IN
PROBLEM – SOLVING SESSIONS.

9. • DEVELOPMENTAL APPROACHES TO SUPERVISION
• DEVELOPMENTAL APPROACHES FUNDAMENTALLY FOCUS ON HOW THE
COUNSELOR WILL CHANGE AS THEY GAIN FURTHER TRAINING AND
SUPERVISED EXPERIENCE. DEVELOPMENTAL SUPERVISION IS BASED ON
TWO ASSUMPTIONS, IN THE PROCESS OF BECOMING COMPETENT, THE
COUNSELOR WILL PROGRESS THROUGH A NUMBER OF STAGES THAT ARE
QUALITATIVELY DIFFERENT FROM EACH OTHER; EACH STAGE REQUIRES A
QUALITATIVELY DIFFERENT ENVIRONMENT FOR OPTIMUM GROWTH TO
OCCUR. OVER THE YEARS LITERALLY DOZENS OF SUPERVISORY THEORIES
HAVE BEEN PUT FORTH BY NUMEROUS DEVELOPMENTAL PSYCHOLOGISTS
ATTEMPTING TO IMPROVE ON PREVIOUS THEORIES.

10. • 1) DURING THE FIRST LEVEL THE COUNSELOR IS DEPENDENT ON THE SUPERVISOR,
BY THEY LACK IN SELF-CONFIDENCE, WHILE IMITATING AND ENDORSING
CATEGORICAL THINKING WITH LITTLE REAL EXPERIENCE.
• 2) LEVEL TWO, IS INDICATED BY AN INCREASED AWARENESS IN THE COUNSELOR
AND A STRIVING FOR INDEPENDENCE BECOMING MORE ASSERTIVE WITH LESS
IMITATION BUT WITH FLUCTUATING MOTIVATION.
• 3) LEVEL THREE IS INDICATIVE OF THE COUNSELORS/SUPERVISEE’S AUTONOMY,
BECOMING MORE INSIGHTFUL AND MOTIVATED AS THE SUPERVISOR’S ROLE NOW
CHANGES TO BEING THAT OF COLLEAGUE.
• 4) THE FOURTH AND FINAL STAGE FINDS THE SUPERVISEE CONFIDENT WITH
THEIR INTERPERSONAL AND COGNITIVE SKILLS CULMINATING IN A CONFIDENT
PROFESSIONAL AND IS NOW ON EQUAL TERMS WITH THEIR SUPERVISOR.