Supervisory Platform

Instructional supervision is a catalyst of growth. An effective instructional supervisor is a facilitator of teaching and learning. That facilitator ensures that teachers, coaches and support staff have all the tools and knowledge they need to constantly improve their practice.  Instructional supervisors question, encourage and collaborate.  “Teachers are at the forefront of successful instruction; supervision is in the background, providing the support, knowledge, and skills that enable teachers to succeed” (Glickman, C. D., Gordon, S. P., Ross-Gordon, J. M., 2001). 

            The ultimate purpose of supervision should be maximal student learning.  Because the interactions between students, teachers and administrators are complex, the road to student learning is not a direct one. Teachers must improve also. In order for students to have the optimal conditions for success, teachers must be dedicated, collaborative students themselves. Creating an environment in which teachers want to continually improve is a major task of the supervisor. If the end is increased student learning, instructional improvement is the means. 

            Successful supervisors have an understanding of human relationships. They can look at a problem and see several different points of view at the same time.  Successful supervisors have a realistic concept of their own strengths and weaknesses. “We can improve only what we know; to believe only our own self-perceptions is to court disaster” (Glickman, C. D., Gordon, S. P., Ross-Gordon, J. M., 2001, p. 130). Effective supervisors know when to direct, when to collaborate and when to remain silent.  They can prioritize, empathize and analyze all in the same moment of reflection.  They hold themselves accountable for what they say and do. A successful supervisor can synthesize myriad beliefs and values into a common vision, and inspire others to dedicate themselves to the cause. 

            All teachers have some common needs regarding supervision. The novice and the expert both need regular feedback. If we subscribe to the notion that all teachers are part of an evolving learning community, then each person’s progress should be acknowledged. All teachers need to be heard and understood. If each person is truly growing, then the pain and discomfort of that growth deserves empathy. A particular teacher’s position of the continuum of effective instruction determines his specific needs regarding supervision. “Effective supervision responds to and fosters teachers’ stage development” (Glickman, C. D., Gordon, S. P., Ross-Gordon, J. M., 2001, p. 89). A first year teacher may need some directives about managing her classroom. A seasoned veteran may need to be encouraged to reflect.  In addition to differentiating supervision strategy according to skill level, a supervisor must attempt to support a variety of teaching styles. The firm disciplinarian may not be comfortable implementing a program in the same way as does his more casual counterpart.           

            Positive relationships between any colleagues revolve around honesty and respect. The relationship between teacher and supervisor is a delicate one. There is nearly always some tension associated with being evaluated. The burden of fostering a positive professional relationship lies with the supervisor. If the administrator employs the appropriate technique, the teacher should feel supported by the supervisor. A teacher can sense genuine intentions, and most will respond positively. Conversely, if the teacher detects contempt or incompetence on the part of the supervisor, the relationship will become strained.

            An instructional supervisor should first have an intimate knowledge of the people and the programs in place at her school. A once-a-semester formal observation with an unfamiliar teacher teaching an unfamiliar program reeks of incompetence. Effective supervisors deliberately learn the curricula and the best ways to deliver it. They walk through classrooms often and they listen when teachers talk. Successful supervisors attend trainings and continually increase their own knowledge of effective practices. They should have a realistic notion of their own expertise before they offer counsel. Formal observations should be complimented by many more informal ones. Potential problems should be addressed early and with a genuine desire to help.  Instructional supervisors should continually document and provide feedback. 

            Supervisory technique should not look the same for all educators. Those teachers functioning at very low developmental levels may require a directive approach while those at higher levels may need encouragement to reflect. All teachers should be moving along the continuum toward autonomous leadership themselves. According to Glickman, “…the ultimate aim of the supervisor should be reflective, autonomous teachers facilitated by nondirective supervision” (Glickman, C. D., Gordon, S. P., Ross-Gordon, J. M., 2001, p. 143). As with students, equal treatment is not always the equitable decision.   

            Effective supervision is not easy. Too often, the norm in schools involves isolated teachers, distant supervisors and tense evaluations. Though so much of the literature cautions against it, erratic and superficial assessment of teachers is the norm. Unfortunately, the “…legacy of independence, isolation, and privatization of teaching remains alive and well in many schools today” (Glickman, C. D., Gordon, S. P., Ross-Gordon, J. M., 2001, p. 20). A typical teacher’s year often involves two or three classroom walk-throughs and the minimum number of district-required formal observations. Staff meetings center on paperwork, deadlines and meaningless formalities. Discussions about instruction are rare. It is no wonder that these schools remain stagnant, or worse.

            For teaching and learning to grow, there must be genuine and thoughtful supervision on several levels. The principal should be only one of several informal supervisors for any given teacher. Fellow teachers and coaches should provide leadership and guidance also. If a culture of true collaboration exists, open doors will solicit feedback from several sources.  If a school cares about the success of all of its students, then each classroom is of paramount importance. The practices of each teacher should be continually considered and assessed by supervisors – formal and informal. It takes a village to raise a teacher.

When the supervisor performs a formal observation, the criteria used to evaluate should be based on the culmination of the informal data already gathered. The teacher should be involved in the decision-making processes and feedback should not be a surprise. The teacher should be well aware of her strengths and weaknesses. Evaluation should not be based on a snap-shot of a lesson, but on how the teacher has grown as an educator.

References: Glickman, C. D., Gordon, S. P., Ross-Gordon, J. M. (2001). Supervision and instructional leadership: A developmental approach.