Chapter 9: Directive Informational Behaviors

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Supervisory Behavior Continuum: Directive Informational Behaviors . Identifies the goal Asks teacher for input into goalUnderstands teacher\'s point of viewDetermines best solutionTells expectations for teacherAsks teacher for input into expectationsFrames final choicesAsks teacher to make a choiceDetermines actions to be takenRepeats and follows up on plan.
Chapter 9: Directive Informational Behaviors

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1. Chapter 9: Directive Informational Behaviors Erin Davis Summer 2005

2. Supervisory Behavior Continuum: Directive Informational Behaviors Identifies the goal Asks teacher for input into goal Understands teacher?s point of view Determines best solution Tells expectations for teacher Asks teacher for input into expectations Frames final choices Asks teacher to make a choice Determines actions to be taken Repeats and follows up on plan

3. Effective Implementation of The Approach A supervisor must? act as information source for goal and activities of the improvement plan have determined a clear classroom goal for teacher maintain information source but always asks and considers teacher feedback provide large range of alternatives from which teacher chooses work with teacher to detail what, when, and how of implementing frame direction and choices for teacher

4. Directive Control v. Directive Informational

5. When to use? Teacher is functioning a fairly low developmental skills Teacher does not possess knowledge about an issues that supervisor clearly possesses Teacher feels confused, inexperienced, or is at a loss for what to do, AND supervisor knows of successful practices Supervisor is willing to take responsibility for what teacher is willing to try Teacher believes that the supervisor is credible Time is short, constraints are clear, and quick concrete actions need to be taken

6. When not to use? Supervisor is not confident in knowledge of practices to help teacher Teacher does not believe supervisor is confident in knowledge and experience (credibility) Supervisor is not willing to take responsibility for teacher?s choices Supervisor will not give teacher some control

7. Case Study? Direct Informational Approach Identifies the goal based Asks teacher for input into goal Understands teacher?s point of view Determines best solution Tells expectations for teacher Asks teacher for input into expectations Frames final choices Asks teacher to make a choice Determines actions to be taken Repeats and follows up on plan

8. Indications of Supervisory Failure? What are indications of failure as a supervisor?

9. Moving towards Collaborative Behaviors

10. Resources Articles and Resources on Educational Administration and Supervision by Annick M. Brennen (http://www.soencouragement.org/clinical-supervisoin-case-study.htm) Acheson, Keith A., Gall, Meredith Damien (1977). Techniques in the clinical supervision of teachers: Pre-service and in-service applications. USA: Longman Publishers. Glickman, Carl D., Gordon Stephen P., Ross-Gordon, Jovita M. (1998). Supervision of instruction: A developmental approach (4th ed.) Boston: Allyn and Bacon. Goldhammer, Robert, Anderson, Robert H., Krajewski, Robert J. (1993). Clinical supervision: Special methods for the supervision of teachers (3rd ed.). Stout, Rinehart and Winston Inc. Sergiovanni, Thomas J. (1991). The principalship: A reflective practice perspective (2nd ed.). Boston: Allyn and Bacon.


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