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 5
Reflections on Schools,
Teaching, and
Supervision
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
Effective Teaching
Based on your experience and observation,
what are the characteristics of effective
teaching?
Copyright © Allyn & Bacon 2007
The Coast of Great Britain
Copyright © Allyn & Bacon 2007
Constructivist Teaching and Learning
• What are advantages of constructivist teaching and
learning?
• What are concerns that schools and teachers
moving toward constructivist teaching and
learning might need to address?
Copyright © Allyn & Bacon 2007
Beliefs about Education
1.
In the best of all worlds, which of the following teachers
described in Chapter 5 would you teach like?
•
•
•
2.
If a group of observers watched you teach over a period of
time, which of the following teachers would they say you
taught like?
•
•
•
3.
Joan Simpson
Bill Washington
Pat Rogers
Joan Simpson
Bill Washington
Pat Rogers
If your answer to question 2 was different than your answer
to question 1, why do you think the answers were different?
Copyright © Allyn & Bacon 2007
Supervision Beliefs
Which of the supervisors described in Chapter 5 would
you wish to have as your supervisor?
• Bob Reynolds
• Jon White
• Shawn Moore
Why was the supervisor you selected your first choice?
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Three Super Philosophies
Essentialism
Experimentalism
Existentialism
View of
Reality
Exists outside,
absolute,
unchanging
What works,
tentative,
constantly
changing
Individual is
source of reality,
defines reality
How to Learn
about Reality
Train the mind to
think rationally
Interact with
environment;
experiment
Engage in selfdiscovery; create
meaning
Application to
Supervision
Supervisor is
expert; transmits
instructional
knowledge
Supervisor works
democratically
with teachers
Supervisor
facilitates teacher
exploration and
autonomy
Copyright © Allyn & Bacon 2007
Supervisory Interpersonal Behaviors
Directive Supervision: The supervisor’s role is to
inform, direct, model, and assess teaching
competencies.
Collaborative Supervision: The supervisor’s role is
to guide the problem-solving process, be an active
member of the interaction, and keep the teachers
focused on their common problems.
Nondirective Supervision: The supervisor’s role is to
listen, be nonjudgmental, and provide selfawareness and clarification experiences for teachers.
Copyright © Allyn & Bacon 2007
Relationship of Philosophy, Control,
and Supervisory Belief
Educational
Philosophy
Decision-Making
Responsibility
Supervisory
Belief
Essentialism
Supervisor high,
teacher low
Directive
Experimentalism
Supervisor and teacher
equal
Collaborative
Existentialism
Supervisor low, teacher Nondirective
high
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Effects of Culture on Beliefs
• Do I have more difficulty working with some cultural
groups than others? If so, why?
• How congruent are my espoused beliefs and actions when
working with cultural groups different from my own?
• How does my cultural background influence my
expectations of and interactions with parents?
• How does my cultural background contribute to my
perceptions of effective teaching?
• How does my cultural background affect my expectations of
students in general? My expectations of different student
groups?
Copyright © Allyn & Bacon 2007
Cultural Effects on a School
• How does the dominant culture inform our goals as a
school? How do other cultures contribute to our goals?
• How is the dominant culture represented in our
curriculum, including textbooks and curriculum
materials? Are other cultures reflected positively in our
curriculum?
• How do our cultural beliefs affect the way students are
grouped and placed in various programs in our school?
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Cultural Effects on a School
(continued)
• How do our cultural beliefs affect the school’s
disciplinary practices?
• How do our cultural beliefs affect the way we
assess student learning?
• How do our cultural beliefs affect the way we
interact with our students’ families?
Copyright © Allyn & Bacon 2007
Practitioner Reflection:
Supervisory Platform: What’s your story?
• What leadership strategies does the author utilize
in her school?
• Which of these leadership strategies would you
like to utilize? Why?
• Which strategies does the leadership team at
your school currently utilize? How effective are
the strategies?
Copyright © Allyn & Bacon 2007