Power Point Presentations for
Each Chapter of SuperVision and
Instructional Leadership: A
Developmental Approach
Carl D. Glickman
Stephen P. Gordon
Jovita M. Ross-Gordon
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Chapter 12
Developmental Supervision:
Theory and Practice
This multimedia product and its contents are protected under copyright law. The following are
prohibited by law:
• Any public performance or display, including transmission of any image over a network;
• Preparation of any derivative work, including the extraction, in whole or in part, of any images;
• Any rental, lease, or lending of the program.
Copyright © Allyn & Bacon 2007
Developmental Matches
Teacher or Group Characteristics
Supervisory Approach
Very low levels of development,
expertise, and commitment
Directive Controlling
Fairly low levels of development,
expertise, and commitment
Directive Informational
Moderate or mixed levels of
development, expertise and
commitment
Collaborative
High levels of development,
expertise, and commitment
Nondirective
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The Problem of Variability
1. Individual or group levels of development,
expertise, and commitment may vary.
2. Characteristics of teachers and groups might
change in different situations.
How can the developmental supervisor change
supervisory behaviors to adapt to changes in the
teacher or the group situation?
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Applying Developmental Supervision
Phase 1: Choose the best entry-level approach
Phase 2: Apply the chosen approach
Phase 3: Foster teacher development while gradually
increasing teacher choice and decision-making
responsibility
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Phase 1: Choosing the Best Approach
Assess the teacher’s developmental level, expertise,
and commitment:
• Observe the teacher teaching and working
with other teachers.
• Discuss with the teacher his or her ideas about
students, teaching, and instructional
improvement.
Copyright © Allyn & Bacon 2007
Approaches Appropriate for
Particular Supervisory Roles
Supervisory
Role
Directive
Control
Directive
Informational
Collaborative
Nondirective
Line
Supervisor
X
X
X
X
Staff
Supervisor
X
X
X
Lead Teacher
X
X
X
Designated
Mentor
X
X
X
X
X
Peer Coach
Copyright © Allyn & Bacon 2007
Phase 2: Applying the Chosen Approach
• One type of Supervisor flexibility is the ability to
plan and implement different supervisory
approaches with different teachers and groups.
• The ultimate supervisor flexibility is the ability to
“shift supervisory gears,” and effectively use an
approach not originally planned because of new
discoveries about teachers or the situation at hand.
Copyright © Allyn & Bacon 2007
Fostering Teacher Development
• Introduce teachers to new information about students and
learning, innovative teaching strategies, and novel ways to
frame and solve problems
• Assign teachers to decision-making teams or learning groups
in which most of the other members are functioning at slightly
higher developmental levels
• Professional development programs with role taking, guided
reflection, balance of real experience and discussion, personal
support and challenge, and continuity (Thies-Sprinthall, 1984)
• Peer coaching
Thies-Sprinthall, L. 1984. Promoting the developmental growth of supervising teachers: Theory,
research programs, and implications. Journal of Teacher Education 35(3): 53-60.
Copyright © Allyn & Bacon 2007
Inappropriate Use of
Interpersonal Behaviors?
Based on the scenario on p. 297, what advice would you give to Jim on
these issues:
1) How can Jim determine whether he is using directive behaviors with
females better matched with a different approach, and/or being
nondirective with males better matched with a different approach?
2) If Jim concludes that he really is using unintended behaviors with
some teachers, how can he explore possible reasons for such
unintended behaviors?
3) If Jim eventually concludes that he has been engaging in unconscious
gender bias in his supervisory conferences, what can he do to correct
the situation? How can he verify improvement in this area?
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Practitioner Reflection:
Using Developmental Supervision in the
Curriculum Development Process
What steps did the author take in changing the
curriculum at her school?
How would you apply developmental supervision at
your school to change the curriculum?
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