Presentation Non Directive Laissez Faire

Chapter 11Chapter 11Nondirective, Not Nondirective, Not

Laissez Faire Laissez Faire SupervisionSupervision

Presented by Nagarani Presented by Nagarani KarappiahKarappiahMP101151MP101151

Definition of Nondirective Definition of Nondirective SupervisionSupervision

An An activeactive use of specific interpersonal use of specific interpersonal behaviorsbehaviors

Designed to help Designed to help goodgood teachers find teachers find their their ownown solutions to instructional problems. solutions to instructional problems.

It is based on the assumption that the It is based on the assumption that the teacher has the knowledge and abilities to teacher has the knowledge and abilities to identify and solve the problems themselves, identify and solve the problems themselves, but…but…

It is not It is not laissez fairelaissez faire, hands-off, doing , hands-off, doing nothing, or letting them figure it out by nothing, or letting them figure it out by themselves. themselves.

When to Use the Nondirective When to Use the Nondirective ApproachApproach

Developmental Level:Developmental Level: Teacher(s) are functioning at high levels. Teacher(s) are functioning at high levels.

Expertise:Expertise: Teacher(s) know more about the issue than the supervisor.Teacher(s) know more about the issue than the supervisor.

Responsibility:Responsibility: Teacher(s) will do most or all of the implementation.Teacher(s) will do most or all of the implementation.

Commitment:Commitment: Teacher(s) care more about solving the problem than the Teacher(s) care more about solving the problem than the supervisor.supervisor.

Special circumstance: Any time teacher(s) are highly-Special circumstance: Any time teacher(s) are highly-emotional about a problem, begin by using nondirective emotional about a problem, begin by using nondirective listening behaviors. Allow teachers to ‘vent’ first.listening behaviors. Allow teachers to ‘vent’ first.

Discussion: Why not start every conference with a Discussion: Why not start every conference with a nondirective approach?nondirective approach?

Nondirective Behaviors: Do’s and Nondirective Behaviors: Do’s and Don’tsDon’ts

1.1. Listening:Listening: Allow the teacher to make his/her Allow the teacher to make his/her initial statement.initial statement.– DO: Focus on what the teacher is saying.DO: Focus on what the teacher is saying.– DO: Use nonverbal cues to indicate attention.DO: Use nonverbal cues to indicate attention.– DON’T: Think about your own views or begin DON’T: Think about your own views or begin

formulating solutions.formulating solutions.2.2. Reflecting:Reflecting: Restate what you heard initially. Restate what you heard initially.

– DO: Wait for an acknowledgement of accuracy.DO: Wait for an acknowledgement of accuracy.– DON’T: Offer your own opinion.DON’T: Offer your own opinion.

3.3. Clarifying:Clarifying: Probe for underlying problems or Probe for underlying problems or additional information.additional information.– DO: Help the teacher identify other issues that DO: Help the teacher identify other issues that

contribute to the problem.contribute to the problem.– DON’T: Rush the teacher to find a solutionDON’T: Rush the teacher to find a solution– DON’T: Ask questions that are really suggested DON’T: Ask questions that are really suggested

solutions.solutions.


4.4. Encouraging:Encouraging: Indicate your willingness to listen Indicate your willingness to listen further.further.– DO: Keep the discussion going.DO: Keep the discussion going.– DON’T: Give responses, even praise, that bring the DON’T: Give responses, even praise, that bring the

discussion to a close.discussion to a close.5.5. Reflecting:Reflecting: Continue paraphrasing what you hear. Continue paraphrasing what you hear.

– DO: Check for accuracy of your understanding, especially DO: Check for accuracy of your understanding, especially when you are unsure or the teacher has stopped talking.when you are unsure or the teacher has stopped talking.

– DON’T: Become mechanical or use artificial language, “I DON’T: Become mechanical or use artificial language, “I hear you saying…”hear you saying…”

6.6. Problem Solving:Problem Solving: Ask the teacher for possible Ask the teacher for possible solutions.solutions.– DO: Ask straightforward questions that help the teacher DO: Ask straightforward questions that help the teacher

generate ideas.generate ideas.– DON’T: Rush the teacher to verbalize responses quickly. DON’T: Rush the teacher to verbalize responses quickly.


7.7. Problem Solving:Problem Solving: Ask the teacher to Ask the teacher to consider the likely outcomes of proposed consider the likely outcomes of proposed solutions.solutions.– DO: Ask questions about each individual idea first, DO: Ask questions about each individual idea first,

and then ask questions that compare them. and then ask questions that compare them. – DON’T: Steer the teacher toward any specific DON’T: Steer the teacher toward any specific

plan.plan.8.8. Presenting:Presenting: Ask the teacher what his/her Ask the teacher what his/her

decision is.decision is.– DO: Emphasize that the teacher should choose DO: Emphasize that the teacher should choose

the most feasible solutions.the most feasible solutions.– DON’T: Move on without a plan that is concrete DON’T: Move on without a plan that is concrete

and do-able.and do-able.


9.9. Standardizing:Standardizing: Ask the teacher to decide the Ask the teacher to decide the time frame and goals.time frame and goals.

– DO: Ask for specific ways that the teacher will know the DO: Ask for specific ways that the teacher will know the plan is working.plan is working.

– DON’T: Try to set any of these criteria for the teacher.DON’T: Try to set any of these criteria for the teacher.10.10. Reflecting:Reflecting: Repeat the teacher’s plan back to Repeat the teacher’s plan back to

him/her.him/her.– DO: Cover the entire plan: solution, resources needed, DO: Cover the entire plan: solution, resources needed,

time frame, and criteria for success.time frame, and criteria for success.– DON’T: End the session before the teacher verifies your DON’T: End the session before the teacher verifies your

accuracy.accuracy.

Issues with Using ND Issues with Using ND SupervisionSupervision

Can a supervisor really avoid being Can a supervisor really avoid being judgmental or influencing the decision?judgmental or influencing the decision?– Some influencing is inevitable, but try to Some influencing is inevitable, but try to

minimize those behaviors.minimize those behaviors. What if the teacher(s) want the What if the teacher(s) want the

supervisor’s input?supervisor’s input?– Wait. Do not give your input until the Wait. Do not give your input until the

teacher(s) have thought through the teacher(s) have thought through the problem and narrowed the list of solutions.problem and narrowed the list of solutions.


What if the teacher(s) are reluctant or What if the teacher(s) are reluctant or incapable of generating solutions?incapable of generating solutions?– If teacher(s) are If teacher(s) are reluctant but capablereluctant but capable::

Do notDo not just move on to a more directive just move on to a more directive approach!approach!

Be patient, and give constant, persistent Be patient, and give constant, persistent encouragement.encouragement.

– If teacher(s) are If teacher(s) are incapableincapable : : (i.e. do not have expertise, commitment, etc.)(i.e. do not have expertise, commitment, etc.) Move on to another more directive approach.Move on to another more directive approach.


How linear and invariable is the How linear and invariable is the sequence of nondirective behaviors?sequence of nondirective behaviors?– Authors say begin at 1, end at 10. In Authors say begin at 1, end at 10. In

between, the sequence can vary and between, the sequence can vary and need not be linear.need not be linear.

Discussion: Discussion: – Are all 10 behaviors necessary? Is it Are all 10 behaviors necessary? Is it

necessary to start on 1 and end on 10?necessary to start on 1 and end on 10?

Issues with ImplementationIssues with Implementation Teachers may not immediately respond to Teachers may not immediately respond to

the nondirective approach.the nondirective approach.– Teachers are unaccustomed to being trusted.Teachers are unaccustomed to being trusted.– Supervisors most often use directive approaches.Supervisors most often use directive approaches.– Even worse, supervisors sometimes try to appear Even worse, supervisors sometimes try to appear

nondirective, but really are not.nondirective, but really are not. Discussion:Discussion:

– As teachers, have any of you had experiences As teachers, have any of you had experiences that would make you suspicious of or resistant to that would make you suspicious of or resistant to a supervisor who took a nondirective approach?a supervisor who took a nondirective approach?

Issues with ImplementationIssues with Implementation You must work to create a culture You must work to create a culture

conducive to nondirective supervision.conducive to nondirective supervision.– Be patient.Be patient.

Demonstrate your respect of teachers’ expertise.Demonstrate your respect of teachers’ expertise. Continue to use genuine, authentic nondirective Continue to use genuine, authentic nondirective

behaviors to build trust and rapport.behaviors to build trust and rapport.– Explain nondirective supervision to the staff.Explain nondirective supervision to the staff.

Be explicit about its methods, its benefits, and Be explicit about its methods, its benefits, and your commitment to using it.your commitment to using it.

– Discussion: Discussion: As a teacher, how could a supervisor begin using As a teacher, how could a supervisor begin using

nondirective supervision with you?nondirective supervision with you?

Teacher CollaborationTeacher Collaboration

Teachers would work together to solve each other’s Teachers would work together to solve each other’s instructional problems and continuously improve instructional problems and continuously improve instruction in the school. instruction in the school.

The “supervisor” would only facilitate the programThe “supervisor” would only facilitate the program Peer-coachingPeer-coaching is one example of such a program. is one example of such a program.

“The ultimate goal of developmental supervision is for the supervisor to be facilitating a self-actualized teaching staff engaged in collaborative and continuous instructional improvement.” (p.199)

Peer Coaching Case Study Peer Coaching Case Study (Arnau)(Arnau)

Gwinnett County: Shiloh High SchoolGwinnett County: Shiloh High School– Implemented a voluntary peer coaching program Implemented a voluntary peer coaching program

as a staff development opportunityas a staff development opportunity Pre-conference, Observation, Post-conferencePre-conference, Observation, Post-conference

– Each teacher pairs with another who they trust & Each teacher pairs with another who they trust & respect, then meet to discuss what to observerespect, then meet to discuss what to observe

– Teachers observe each otherTeachers observe each other– Observers usually comment on issues specifically Observers usually comment on issues specifically

requested by ‘observee,’ but some teachers ask requested by ‘observee,’ but some teachers ask for open, unstructured feedback.for open, unstructured feedback.


Program was very successfulProgram was very successful– Over the first 5 years (1999-2003), Over the first 5 years (1999-2003),

participation increased from 19% to participation increased from 19% to 63%63%

– Teachers achieved “higher levels of Teachers achieved “higher levels of trust, empowerment, and efficacy.”trust, empowerment, and efficacy.”

– (Arnau study did not include any (Arnau study did not include any quantitative measure of changes in quantitative measure of changes in student learning)student learning)


Why was it successful?Why was it successful?– The school already had a collegial culture.The school already had a collegial culture.

Participants were already collaborating.Participants were already collaborating. Principal supported the program.Principal supported the program.

– Participation was voluntary.Participation was voluntary.– It took the place of other staff development.It took the place of other staff development.– Teachers had choice: who to partner with, Teachers had choice: who to partner with,

when to meet, and what to work on.when to meet, and what to work on.– Feedback was more thorough and meaningful Feedback was more thorough and meaningful

than with traditional administrator than with traditional administrator observationobservation

Discussion: Anyone know Shiloh or Arnau?Discussion: Anyone know Shiloh or Arnau?

In SummaryIn Summary

A A nondirective nondirective approach approach allows the teacher to take control allows the teacher to take control and come up with his or her own and come up with his or her own solution to a problem. The solution to a problem. The administrator actively probes to get administrator actively probes to get the teacher to come up with the teacher to come up with interesting and effective ideasinteresting and effective ideas

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