Program: Johns Hopkins University Graduate Certificate in Administration and Supervision Course: Supervision and Professional Development

Glickman, C.D., Gordon, S.P. & Ross-Gordon, J. (2009). Supervision and Instructional Leadership: A Developmental Approach. Sixth Edition. Boston: Allyn and Bacon.

Glickman Chapter 1 – Chapter Outline

Supervision of Instruction: A Developmental Approach • Collegial schools are effective in obtaining student achievement. • The five steps to schools meeting their objectives are:

1. Professional development 2. Direct assistance to teachers 3. Curriculum development 4. Group development 5. Action research

• Supervision is identical to leadership for the improvement of instruction • Supervision is based on the job/actions of a person, not their title • For the purpose of instructional improvement, supervisors should have:

o Knowledge of professional development o Interpersonal skills o Technical skills (teaching skills)

Important quotations from the first chapter

• In successful schools, individual needs are fulfilled through organizational goals. Students are engaged in learning.

• The history of instructional supervision is viewed most often as an

instrument for controlling teachers.

• Supervision is the glue of successful schools.

• Instructional leadership is to be viewed as a function and process rather than a role or position.

• Those responsible for supervision must possess knowledge, interpersonal

skills, and technical skills

• Those supervisory tasks that have potential to affect teacher development are direct assistance, group development, professional development, curriculum development, and action research.

Program: Johns Hopkins University Graduate Certificate in Administration and Supervision Course: Supervision and Professional Development

Glickman, C.D., Gordon, S.P. & Ross-Gordon, J. (2009). Supervision and Instructional Leadership: A Developmental Approach. Sixth Edition. Boston: Allyn and Bacon.

Three types of schools

• Conventional School – characterized by dependence, hierarchy, and professional isolation

o Example: Germando Elementary “I think you will find that I run a tight ship”

o Teachers not only use the same textbook, but are on the exact same page everyday.

• Congenial School – characterized by friendly social interactions and professional isolation

o Example: Finnie Tyler High School “The kids are fine, not as academic as they should be, but this school is a nice place for them. I wouldn’t want to teach anyplace else.”

o Teachers have the same textbook, but can teach anyway they please.

• Collegial School – characterized by purposeful adult interactions about improving school-wide teaching and learning

o Establish learning goals for all students consistent with the responsibility of education in a democratic society.

Example: Progress Middle School Collegial schools are driven by:

• A covenant of learning – mission, vision, and goals • A charter for school-wide, democratic decision

making • A critical study process for informing decisions and

conducting action research

Successful schools create a “SuperVision” or instructional leadership that gives purpose and direction to the common world of adults. Supervision: A New Name for a New Paradigm Timeline of supervision:

• Began as a conventional paradigm (attempted to control teachers’ instructional behaviors)

• 17th – 19th Century: lay persons inspected schools, teachers, and student learning

• 20th Century (early): Age of scientific management – lay committees were replaced by professional supervisors who demonstrated how subjects should be taught and visited classrooms to suggest or recommend ways that teachers could improve instruction.

Program: Johns Hopkins University Graduate Certificate in Administration and Supervision Course: Supervision and Professional Development

Glickman, C.D., Gordon, S.P. & Ross-Gordon, J. (2009). Supervision and Instructional Leadership: A Developmental Approach. Sixth Edition. Boston: Allyn and Bacon.

• 1930s – 1950s: Human relations supervision – by improving interpersonal relationships and meeting personal needs, the supervisor and teachers could improve instruction.

• 1960s: Behavioral science approach (conventional supervision) – direct supervisory control through inspection; curriculum and materials were developed by school districts.

• Late 20th Century: “Legislated learning” – external control from state legislators and state department of education

Paradigm shift from conventional and congenial schools toward collegial schools must include a view of supervision as follows:

1. A collegial rather than a hierarchical relationship between teachers and formally designated supervisors

2. Supervision as the province of teachers, as well as formally designated supervisors

3. A focus on teacher growth rather than teacher compliance 4. Facilitation of teachers collaborating with each other in

instructional improvement efforts 5. Teacher involvement in ongoing reflective inquiry

Supervisory Glue as a Metaphor for Success

o SuperVision – a common vision of what teaching and learning can and should be, developed collaboratively by formally designated supervisors, teachers, and other members of the school community.

o These people will make the vision a reality o Supervision is identical to leadership for the improvement of

instruction. Who is responsible for SuperVision?

• All staff members who actively work to improve instruction