1 / 32

What is Supervision?

What is Supervision?. To watch over a particular activity or task being carried out by other people and ensure that it is carried out correctly To be in charge of a group of people engaged in some activity and to keep order or ensure that they carry out a task adequately Encarta Dictionary.

nemo
Download Presentation

What is Supervision?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. What is Supervision? • To watch over a particular activity or task being carried out by other people and ensure that it is carried out correctly • To be in charge of a group of people engaged in some activity and to keep order or ensure that they carry out a task adequately Encarta Dictionary

  2. What is Supervision? Supervision is more about appreciation than monitoring. It is more about celebrating excellence than identifying and correcting mistakes.

  3. Why Supervise? • To ensure quality services • For staff retention • Ongoing monitoring • Continuous quality improvement

  4. Development of Supervisors • What have I gotten myself into? • Maybe I do know how to teach • What’s new? • This is who I am

  5. Supervisory Development Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y

  6. Core Principles • Develop an atmosphere of safety, trust and consistency • Respect and teach the importance of supervision • Create an environment of learning and exploration

  7. Core Principles • Introduction of new ideas as possibilities • Use of self-reflection • Learn from your mistakes

  8. Components of Supervision • Job description • Interview • Observation • Professional development goals • Ongoing feedback • Accountability • Continuous quality improvement

  9. Job description Orientation Observation Feedback Goal setting Evaluation Cycle of Supervision

  10. Observation • Purpose • Strategies

  11. Feedback • Timing • Formal and informal • Documentation

  12. Goal Setting • Professional Development • Accountability

  13. Professional Development • Types • Individual

  14. Phases of Teacher DevelopmentLillian Katz Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y

  15. Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y

  16. Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y

  17. Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y

  18. Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y

  19. The Generations • Traditionalists: 1922 – 1943 • Baby Boomers: 1944 – 1964 • Generation X: 1965 – 1977 • Generation Y: 1978 – 1994 • Generation Z: 1995 - ?

  20. retrieved 03/07/2010 from http://apps.americanbar.org/lpm/lpt/articles/mgt08044.html

  21. http://nkilkenny.wordpress.com/2006/08/30/generational-learning-styles-and-methods/http://nkilkenny.wordpress.com/2006/08/30/generational-learning-styles-and-methods/

  22. Establishing a Learning Environment • The director’s responsibility • If teachers have a good learning environment for themselves, they will create a good learning environment for children • Adults need to be safe, have enough resources, and be encouraged to play

  23. Establishing a Learning Environment • Examining Our Beliefs About People • Understanding Adult Learners • Creating An Adult Environment • Providing Choices

  24. Thoughts for Staff Development • Give thought to the environment • Provide choices for different needs and interests • Emphasize dispositions • Promote observation, collaboration, and mentoring • Create a culture of curiosity, research, and storytelling

  25. Evaluation • Job Description • Goals • Accountability

  26. Quality Improvement • Gathering data • Planning

  27. Be clear Be direct Be empowering Be consistent Being Heard

  28. Summary • Effective supervision requires specific skills. • Supervision is a process for supervisees and supervisors • Supervision is most effective when customized to the employee. • Communication is the key to effective supervision.

  29. “The best supervisors I’ve had…listened intently, found something to value, and then recast what I told then, embellishing it with something of their own. The experience of good supervision is like finding a fellow traveler on a challenging journey, a companion worthy of trust who has visited similar destinations. This fellow traveler knows many routes to our goal but is open to discovering a different path, a path we walk together, often with me in the lead, except when I miss the flowers to smell, or when I stumble or can't find my way. Then the supervisor is there to guide, even to prod a little, to bolster my courage, and to help me regain my footing and focus, to help me find my strength.”R. Shahmoon-Shanok

  30. Coaching & Mentoring Managing & Overseeing Building & Supporting Community Carter, D & Curtis, D. 2010. The Visionary Director, 2nd. Redleaf Press, St. Paul, MN

  31. Calendar Time Spent – use highlighters • Managing and Overseeing • Coaching and Mentoring • Building and Supporting Community

More Related