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ED 578 Supervision

ED 578 Supervision. September 22, 2010. Chapter 1. The changing context of supervision a historical perspective Belief System and Personal Vision of Supervision. Question.

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ED 578 Supervision

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  1. ED 578Supervision September 22, 2010

  2. Chapter 1 • The changing context of supervision a historical perspective • Belief System and Personal Vision of Supervision

  3. Question Sullivan and Glanzstate” Supervision and evaluation are like oil and water; they don’t mix (p 27.) Do you agree or disagree with this statement? Explain your rationale. How would you, as principal, accomplish both the assisting and the assessing aspects of supervision?

  4. Definition of Supervision What is your definition of supervision?

  5. Historical Perspective With your group organize the timeline

  6. Evolution of Supervision What does the story on page 4 & 5 tell us?

  7. Pre - 1900 Supervision as autocratic and seen as inspection. The only way to reform the school was: • secure a competent superintendent • let him ‘reform’ all the teachers who are incompetent • bury the dead.

  8. 1900 - 1920 Fredrick Taylor – Scientific Management Supervision of Social Efficiency, which is compatible with bureaucracy in education

  9. Early 20th Century “That men make better administrators I have already said. As a general proposition, women make better special supervisors. They are more interested in details. They do not make as good general supervisors or assistant superintendents, however”. William E. Chancellor (1904) Sullivan & Glanz, p. 11

  10. Teacher Quote There is no democracy in our schools…Here let me say that I do not want to give the impression that we are sensitive. No person who has remained a teacher for ten years can be sensitive. She is either dead or has gone into some other business…There are too many supervisors with big salaries and undue rating powers. Sallie Hill (1918) Sullivan & Glanz, p. 13

  11. 1920s Influenced by John Dewey democratic supervision emerges. Cooperation between supervisors, teachers, curriculum specialists. Teacher is viewed as a fellow-worker rather than a cog in a big machine.

  12. 1930 - 1950 Scientific approach to supervision. Barr – supervisors must formulate objectives, followed by measurement surveys to determine the instructional status of schools. Use of rating scales and observation instruments.

  13. Barr continued Barr contended teaching could be broken down into its component parts and that each part could be studied scientifically.

  14. 1960 Supervision as Leadership emerges. • Developing mutually acceptable goals • Extending cooperative and democratic methods • Promoting research into educational problems • Promoting professional leadership

  15. 1970 - 1980 Clinical Supervision which was a reaction to “ambiguities” in the educational system. The premise of clinical supervision was that teaching could be improved by a prescribed, formal process of collaboration between teacher and supervisor.

  16. 1990 Supervision in transition emerges as the words supervision and supervisor are seen as negative. People were more comfortable with ‘instructional leadership’ This approach also extended democratic methods.

  17. 2000 Where are we now? Standards-Based Supervision. Supervision includes the results of high stakes testing and accountability based on quantitative data.

  18. Do you believe… #8 Supervision is about offering teachers specialized help in improving instruction #9 Supervision is about examining and analyzing classroom teaching behaviors so that recommendations can be made with regard to the course of action teachers should take instructionally. Therefore you believe… Teachers are deficient, need help, and could not or would not seek improvement on their own.

  19. Discussion of Questionnaire #5 The supervisor’s position in the hierarchy, as compared to the teacher’s, is unproblematic.

  20. Discussion of Questionnaire #1 I am not comfortable participating with teachers as partners. #10 Teachers can help supervisors improve their performance.

  21. Discussion of Questionnaire #40 Supervisors should have more expertise than teachers with respect to teaching and learning.

  22. Discussion of Questionnaire #28 Experienced, high-functioning teachers should have complete control over their professional development. #21 The supervisor is the agent of improved instruction.

  23. Definition of Supervision What is your definition of supervision? What is your belief system as it relates to supervision? Could you write a vision statement for supervision? (guidelines p. 35)

  24. Question Sullivan and Glanzstate” Supervision and evaluation are like oil and water; they don’t mix (p 27.) Do you agree or disagree with this statement? Explain your rationale. How would you, as principal, accomplish both the assisting and the assessing aspects of supervision?

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