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LA SALLE UNIVERSITYSchool of Graduate
StudiesS.Y. 2016-2017
SUPINS
Presenter: Ms. Liezl Marie N. Bajuyo
Dr. Erlita T. Gulane
FIVE
SUPERVISORY MODELS
Models ground our practices and help us with intentionality and consistency
1Clinical Supervision
2Conceptual
Supervision
3Developmental Supervision
4Contextual Supervision
5Differentiated
Supervision
- Contextual Definition (Fritz, 2003)
oAn individual responsible for the supervision of teaching performance
Peer coaching leadersMaster TeachersPrincipalsSuperintendentsUniversity teacher
educator
1Instructional Leader
- A form of inquiry designed to:
oencourage reflection and analysis
odevelop and test hypotheses about what is effective and why
1Clinical Supervision
1Clinical Supervision
Planning
ConferenceClassroom
Observation/Data
CollectionAnalysis/Strategy Stage Post-
observation
ConferencePost-conference Analysis
Goal SettingTeacher prepares detailed lesson planObservation ProperCollection of Data through InstrumentConceptualizationDialogue
Establishes goals to be met next observation
(Cook, 1996)
(Goldhammer et al., 1993)
(Cogan, 1973)
Reflection Exercise for the Instructional Leader
oencourages familiarization of influences affecting the teaching process.
osupported by the Organizational Theory
2ConceptualSupervision
Individuals are unified by common set of standardsThey work together within a system of structure
Influences Affecting the
Teaching Process
environmentlife stage
work load
2ConceptualSupervision
School Structu
reOrganization
factors
Personal
Factorscolleaguesadministrators
classroom climatesupport of colleaguesdecision making role conflictsupervision
teaching assignmentinterpersonal
conceptual level
intrapersonal
experience in educationknowledge of the subject
(Beach & Reinhartz, 1989)
(Edmeirer & Nicklaus’s, 1999)
oFocuses on the match of initial supervisory approach with the teacher or group’s developmental levels, expertise, and commitment
3Developmental
Supervision
Three types of Assistance
Teachers with low conceptual thinking, expertise, and commitment
Directive
Collaborative
Nondirective
Teachers with moderate level of abstract thinking, expertise and commitment
(Glickman et al., 2001)
3Developmental Supervision
Teachers who thinkabstractly and demonstrate high expertise and commitment
Instructional leader as the expert
Allows the teacher to be in control
Both instructional leader and teacher are working as a team
oMatches supervisory styles with the teacher’s readiness level to perform a particular task
4Contextual Supervision
Competence Vs. Confidence
4Contextual Supervision
Support Vs. Task
TEACHER
Instructional. Leader
Extent of teacher’s• Knowled
ge• Skill• Ability
Degree of teacher’s• Self-
assurance• Willingness• Motivation• Interest Amount of
encouragement given to the teacher
Amount of guidance provided in the subject matter
(Ralph, 1998)
Level of Competence
(Ralph, 1998)
Four Quadrants of Leadership Style
4Contextual Supervision
Leve
l of
Confi
denc
e(2nd
Quadrant)Low
Confidence; Low
CompetenceLOW
HIG
H
HIGH
(1st Quadrant)
High Confidence;
Low Competence
( 3rd Quadrant)
Low Confidence;
High Competence
( 4th Quadrant)
High Confidence;
High Competence
Low Support; High Task
Low Support; Low Task
High Support; High Task
High Support; Low Task
oParticularly teacher-driven
oAllows instructional leader to be more of a mentor
5Differentiated
Supervision
Intensive Development
Cooperative Professional Development
Self-Directed
Many instructional leader observations
Independent teaching
Mutually respectful process
Focused on learning outcomes instead of teaching methodWork together to facilitate professional growth
Brief monitoring and unannounced classroom visit
5Differentiated
Supervision
Administrative Monitoring
(Glatthom, 1997)
FOUR OPTIONS FOR DIFFERENTIATED SUPERVISON
Works with small number of teachers having difficulty
Works with more experienced teachers
Works with teachers who prefer to work alone
Focuses on what classroom problems must be addressed
Supervisory Options for Instructional Leaders (SOIL) Model
Instructional Leader is more administrative and structured
Rigidity of structure begins to diminish
Supervision is teacher-driven
(Hersey, 2001)
No model fits all. Often, some approaches are more or less suited to a particular situation. Hence, it is our challenge as instructional leaders to explore a variety of approaches to aide in the development of ALL types of teachers.
Implications for Leadership Educators
KAY MAG DOCTOR MAN KAHA TA???
THANK YOU FOR YOUR ACTIVE COOPERATION!
Prepared by:
LIEZL MARIE N. BAJUYO
References: Beach, D. M., & Reinhartz, J. (1989). Supervision: Focus on instruction. New York: Harper & Row.Cogan, M. L. (1973). Clinical supervision. Boston: Houghton MifflinEdmeirer, H., & Nicklaus, J. (1999). The impact of peer and principal collaborative supervision on teacher’s trust, commitment, desire for collaboration, and
efficiency. Journal of Curriculum and Supervision, 14(4), 351-378.Fritz, Carrie (2003). Supervisory Options for Instructional Leaders inEducation. Journal of Leadership Education Volume 2, Issue 2. Iowa State University.
References: Gebhard, Jerry (1984). Models of Supervision: Choices. TESOL Quarterly, Vol.18, No. 3. Columbia University.Glatthorn, A. A. (1997). Differentiated supervision (2nd ed). Alexandria, VA: Association for Supervision and Curriculum Development.Goldhammer, R., Anderson, R. H., & Krajewski, R. J. (1993). Clinical supervision: Special methods for the supervision of teachers (3rd ed.). New York: Holt, Rinehart, & Winston.Hersey, P., Blanchard, K. H., & Johnson, D. E. (2001). Management of organizational behavior: Leading human resources (8th ed). Upper Saddle River, NJ: Prentice-Hall.Ralph, E. G. (1998). Developing practitioners: A handbook of contextual supervision. Stillwater, OK: New Forums Press.