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Developmental Supervision: Theory & Practice

Developmental Supervision: Theory & Practice. R. Martin Reardon’s summary of Chapter 12 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 150-158. Developmental Supervision: An Integrated Model. The hints for group use of the same four styles become more important

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Developmental Supervision: Theory & Practice

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  1. Developmental Supervision: Theory & Practice R. Martin Reardon’s summary of Chapter 12 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 150-158

  2. Developmental Supervision: An Integrated Model • The hints for group use of the same four styles become more important • Low developmental levels • DI preferable; DC if necessary • Difficulty defining problems, few ways of responding, unlikely to accept decision-making responsibility • Moderate developmental levels • C; brainstorming • Shared perceptions, negotiated action plans • High developmental levels • ND; ready for self-direction; autonomous, explorative, creative • Can think of a problem from different perspectives, generate a variety of alternative actions, think through action plans, focus on plan to completion Session 8: 7 slides

  3. Problem of Variability • ss may not be at consistently high levels across continua • Group may not have all members at same level • Collaborative approach more effective • Change in circumstances can upset apple cart • “I tried to teach 7th graders as smaller 8th graders and it was a disaster. I had to work hard to adjust.” • Change from one state to another; from one school to another • Decide approach on case-by-case basis • Teacher characteristics • Recent observations of & interactions with s (or group) • Analysis of current situation Session 8: 7 slides

  4. Why developmental supervision? • Controlling Environment • Restrict individual choice • Gain compliance; create resistance • “must,” “should,” “ought to,” “need” • Informational Environment • Expand individual choice • Promote autonomy; commitment to improvement • “can,” “could,” “consider,” “might” • Humans want to follow their own inclinations • Controlling environment  feeling of being a pawn • “teachers are extremely sensitive to differences…(in) language used by a supervisor” (p. 155) • Use of “C” and “ND” to manipulate outcomes is dishonest & unethical • High developmental level teachers: • Use instructional techniques associated with successful learning • Are likely to foster students’ growth towards higher levels of development • Are more likely to embrace “a cause beyond oneself” & participate in collective action to improve school Session 8: 7 slides

  5. How developmental supervision? • Phase 1: Choose the best approach • Observe ss teaching or working with others • Discuss with ss ideas about “teaching” • Are ss aware of improvements that can be made, and • Possible causes of instructional needs? • Can ss generate several possible solutions? • Are ss decisive in choosing course of action? • Do ss do what ss say? • Organizational relationship • DC: “line” relationship • DI: acknowledged experts • C & ND: S, peers, coaches Session 8: 7 slides

  6. How developmental supervision? (ii) • Phase 2: Apply the chosen approach • 93% could use DI; 100% could use C; 70% could use ND • Implication? Practice ND • If not sure, prepare C • Shift gears: up to ND, or down to DI/DC • Phase 3: Foster teacher development • Simply matching ss can promote s development • In addition, • Introduce ss to new information about students & learning, innovative teaching strategies, novel ways to frame & solve problems • Assign ss to learning group where others are at slightly higher levels (Vygotskian scaffolding) • Stimulation of ss growth toward higher developmental levels is possible Session 8: 7 slides

  7. Conditions for Growth Thies-Sprinthall (1984): • Role-taking experiences • Careful & continuous guided reflection • Balance between real experience & discussion/reflection • Both personal support & challenge • Continuity (at least 6 months with regular meetings) • Schools are “ragged and complex” (p. 157) • The suggestions in Chapters 7-11 are not algorithms Session 8: 7 slides

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