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Developmental Supervision: An Exploratory Study of A Promising Model
Journal Article Review By
Tyrone PerkinsEDAM 5320Spring 2011
Dr Uribe
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Developmental Supervision: An Exploratory Study of A promising Model
In 1990 an article was published in the Journal of
Education by Stephan Gordon at the University of
Pennsylvania. (Glickman)
Carl Glickman developed supervisory approached that
called for educational leaders to have alternative
approaches for supervising teachers to develop improved
instruction and cognitive growth
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Glickman’s Study Tactical Phase Strategic Phase
Supervisor Diagnoses teacher
Conceptual level (CL)Initially Low (CL )
Moderate (CL)
High (CL)
Select Supervisory Approaches:
Directive (Directing and Standardizing)
Collaborative (presenting, problem solving negotiating)
Non directive (listening, clarifying, encouraging, reflecting)
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The Supervisory Behavior Continuum
Nondirective Collaborative Directive Control Directive
Informational
Teacher (Mutual plan) (Supervisor-suggested plan) (Supervisor
Assign)
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Directive Control Behaviors1. Presenting: Identify the problem.2. Clarifying: Ask teacher for input into the problem.3. Listening: Attend carefully to understand the
teacher’s point of view.4. Problem Solving: Mentally determine the best
solution5. Directing: Tell expectations to the teacher.6. Clarifying: Ask the teacher for input into the
expectations.7. Standardizing: Detail and modify expectations.8. Reinforcing: Repeat and establish follow-up on
expectations.
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Directive Informational Behaviors1. Presenting: Identify the goal.2. Clarifying: Ask the teacher for input into the goal.3. Listening: Attend carefully to understand the teacher’s
point of view.4. Problem Solving: Mentally determine possible actions.5. Directing: Provide alternatives for the teacher to
consider. 6. Listening: Ask the teacher for input into alternatives.7. Directing: Frame the final choice.8. Clarifying: Ask the teacher to choose.9. Standardizing: Detail the actions to be taken.10. Reinforcing: Repeat and suggest follow-up on the
plan.
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When to Use Directive Informational Behaviors
1. When the teacher or group is functioning at fairly low developmental levels
2. When the teacher or group does not possess the knowledge about an issue that the supervisor does
3. When the teacher or group feels confused, inexperienced, or at a loss for what to do, and the supervisor knows of successful practices
4. When the supervisor is willing to take responsibility for what the teacher or group chooses to try
5. When the teacher or group believes that the supervisor is credible
6. When time is short, the constraints are clear, and quick, concrete actions are needed
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Comparing Directive Control with Directive Informational
Directive Control Statements:It is essential that
you…One of my
expectations is that you…
You need to…You must…You will be required
to…I will…
Directive Informational Statements:I suggest…One alternative is…You could…In my own teaching,
I’ve found that…Which alternative do
you wish to try?I would be willing to…
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ResearchFocus of the study was to match the supervisors
style with the teachers cognitive level during teachers post conference.
Study ObjectivesGathering Descriptive DataSupervisors effectiveness at using approaches
(D. C. ND)Teachers view of the use of the approachesSupervisors view of the use of the approaches
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Participants in the Study1. There were 16 supervisors who were
enrolled in either graduate supervision courses or workshops.
2. 47 teachers took part in the study and
represented a range of urban, suburban, rural, elementary, middle and secondary schools as well as all the content areas.
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Supervisor Training and Field Activities3 hours training sessionsReview of the principles and stages of clinical
supervision.Training included video tape demonstrations,
role play, presentation and feedback.Clinical supervision phases pre-conference,
classroom observation, analysis, planning, post conference, action plan, follow up and
post critique.
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Case Study Conference items discussed: Missing lesson plans.Missing Grades for Art.Absence of a teacher’s webpage. Failure to use the district adopted lesson plan
template.Failure to use comprehensive behavior
charting system.
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ReferencesGordon, S. (1990). Developmental
Supervision: An Exploratory Study of A Promising Model. Journal of Curriculum and Supervision Vol. 5 Num. 4 293-307