Glickman - Ch1 Outline [PDF]

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Program: Course:



Johns Hopkins University Graduate Certificate in Administration and Supervision Supervision and Professional Development



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



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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.



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The history of instructional supervision is viewed most often as an instrument for controlling teachers.



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Supervision is the glue of successful schools.



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



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Those responsible for supervision must possess knowledge, interpersonal skills, and technical skills



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



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



Program: Course:



Johns Hopkins University Graduate Certificate in Administration and Supervision Supervision and Professional Development



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.



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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.



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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) th th • 17 – 19 Century: lay persons inspected schools, teachers, and student learning th • 20 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.



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



Program: Course: •



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Johns Hopkins University Graduate Certificate in Administration and Supervision Supervision and Professional Development



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 o



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



Who is responsible for SuperVision? •



All staff members who actively work to improve instruction



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