SuperVision
The Glue of Curriculum
Leadership
SuperVision
 Supervision
is
Leadership
 Leadership is
supervision
School Types
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Conventional School – dependence, hierarchy,
professional isolation
Congenial School – friendly social interaction and
professional isolation
Collegial School – purposeful adult interaction about
school-wide teaching and learning
Which type of school is yours?
What type of supervision do you have?
- administrators? - department chairs?
Paradigm Shift in Supervision
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Collegial rather than hierarchical relationship
between teachers and supervisor.
Supervision is province of teachers and supervisors.
Focus on teacher growth rather than teacher
compliance.
Teacher collaboration in instructional improvement
efforts is facilitated by supervisor
Teacher is engaged in ongoing reflective inquire,
best practices implementation, and action research.
Why should we shift gears?
SuperVision
“ 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.” (Glickman, 2009)
How would this work?
What are the pitfalls?
How do we monitor success?
Supervision as Glue
“the process by which some person or group
is responsible for providing a link between
individual teacher needs and organizational
goals so that individuals in school can work
in harmony toward their vision of what the
school should be.” (Bernstein 2004)
Who is the glue in your school?
What impediments do your see to
making the glue stick?
SuperVision for Successful Schools
Prerequisites
Functions
Tasks
Unification
Product
Direct
Assistance
Knowledge
Organizational
Goals
Group
Development
Professional
Development
Interpersonal
Skills
SuperVision
as
Development
Technical
Skills
Improved
Student
Learning
Teacher
Needs
Curriculum
Development
Action
Research
(Glickman,2009)
Which elements are currently in place in your school?
Why are schools the way they are?
(One room schoolhouse is still present)
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Teacher isolation –physical & psychological
Incessant psychological encounters
Routine of teaching day – factory-like
Inadequate new teacher induction – unstaged careers
Unclear expectations
Reality shock
Environmental difficulties – survival mentality
Inequity among schools
Lack of shared technical culture – planning & performance
standards
Conservatism
Effective Schools Research
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Edmonds (1979)
Strong leadership
Climate of expectations
Orderly but not rigid
atmosphere
Communicate to students
priority of learning the basics
Use of school resources to
maintain priorities
Means of monitoring student &
teachers achievement
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Austin & Reynolds (1990)
Leadership, site management,
staff stability & development
Maximized learning time
Recognition of academic
success
Parental involvement & support
Collaborative planning &
collegial relationships
Sense of community
Clear, commonly shared goals
Order & discipline
Effective Supervision
It took five
years for
it to gel!
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(Local high school principal)
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Is developmental
Sets priority on
teambuilding
Creates professional
togetherness
Shares a common
purpose
Believes collective action
will make a difference
Six Types of Teachers
Irreplaceables
- most talented, little chance of replacing,
parent seek out, 5-10% of staff
Wows – leads building-wide, positive, respected,
positive effect on students, teacher of
teachers
Impacters – impact limited to students, loved by
parents, willing to do extracurricular
activities, staff jealous
Six Types of Teachers – cont.
The Solids
- largest group of teachers, “yeomen” of staff,
dependable, hardworking, good job most of the
time, can be led to be better teachers , 80%
Stabilizers – what you see is what you get,
consistent in class or on field
Dow Jonesers – variable performance, talent
varies with task, peaks and
valleys, run out of steam
Six Types of Teachers – cont.
The Replacement Level
- bottom 5-10% of staff, barely in major leagues, easily replaced
with better
Harmless – not very good but not awful, few
parent complaints, contributed little,
audience for negative leaders
Negative Force – “addition by subtraction”, school better
without them, negative with kids, lots of griping,
leavers a trace wherever they go (slug), draws
others in.
Six Types of Teachers
Are there other categories of teachers?
How do you determine which type of teachers you have
in your building?
What percentage of each type do you have –
realistically?
What do you do with each type to improve student
achievement?
When hiring, how do you identify the teacher type?
With the Solids, what can you do to improve them?