Supervisory Metaphor
Metaphoric symbols can be used to represent our beliefs. The metaphor below was created to reflect my beliefs towards supervision. This metaphor will serve as a personal reminder of the supervision practices that I believe in, value and will strive to uphold. An explanation of this image is included below.
Metaphor Explanation
Border: Completing a puzzle requires guidance. Typically, puzzles are tackled from the outside in; beginning with the border. The border lays the framework for the process, defining limitations and outlining the overall structure. Like a puzzle’s border, supervision serves the purpose of directing development. Supervisors hold the responsibility of outlining the actions necessary to foster progress, as borders do in the beginning stages of completing a puzzle.
Pieces: Although small components to the big picture, each piece of a puzzle is vital in forming its overall composition. Each puzzle piece in this image represents the interpersonal behaviors employed by supervisors. In supervisory relationships, the level of responsibility placed on the teacher and supervisor varies. Glickman (2009) explains, “Some supervisory behaviors place more responsibility on the teacher(s) to make the decision, others place more responsibility on the supervisor to make the decision, and still others indicate a shared responsibility for decision making” (p. 95). Dependent upon this level of responsibility, different supervisory approaches should be followed. These supervisory approaches include directive control, directive informational, collaborative and non-directive. Glickman (2009) creates a connection between these approaches and the behaviors they entail in his Supervisory Behavior Continuum.
In this image, the pieces have been strategically placed and numbered to reflect Glickman’s continuum. Beginning on the directive control end of the continuum, reinforcing (#10) and standardizing (#9) are behaviors which entail complete supervisory oversight; full control lies in the supervisor. These behaviors are sometimes necessary but not encouraged when working to establish collegial relationships. The next behavior, directing (#8), reflects the directive informational approach. When working in this capacity, supervisors directly provide ideas and suggestions to teachers which they are to follow, leaving the teacher with little to no input. Problem solving (#7) and negotiating (#6) behaviors are categorized under the collaborative approach. In these circumstances, supervisors work to understand the teacher perspectives and include them in the decision making process. Both teachers and supervisors offer ideas and a plan of action is collaboratively determined. Progressing on the continuum, the final behaviors of presenting (#5), reflecting (#4), encouraging (#3), clarifying (#2), and listening (#1) reflect a nondirective approach. Behaving in this manner, supervisors empower teachers by placing them in control. Supervisors assist teachers in this process, but ultimately the teachers reach their own decisions and determine their own plan of action. As pieces of a puzzle vary in shape and size, these supervisory behaviors also have unique defining qualities.
Final Image: The final image a puzzle creates reflects a supervisor’s overall purpose and represents what can be achieve when each component is in place. To form a complete puzzle, supervisors must possess an awareness of the approaches they can implement and the behaviors they can employ in their relationships with staff. In order for a supervisor to connect with those around them, as pieces of a puzzle do, they must be equipped to provide the level of support each teacher requires. While refiguring is necessary throughout the process, the intended goal must always be in sight. When connections cannot be determined we must rethink and reorganize, as is done when solving a puzzle.
Supervision is a Puzzle
The borders reflect our guidance,
the pieces reflect our behaviors, and
the final image reflects our connections to those around us.
Pieces: Although small components to the big picture, each piece of a puzzle is vital in forming its overall composition. Each puzzle piece in this image represents the interpersonal behaviors employed by supervisors. In supervisory relationships, the level of responsibility placed on the teacher and supervisor varies. Glickman (2009) explains, “Some supervisory behaviors place more responsibility on the teacher(s) to make the decision, others place more responsibility on the supervisor to make the decision, and still others indicate a shared responsibility for decision making” (p. 95). Dependent upon this level of responsibility, different supervisory approaches should be followed. These supervisory approaches include directive control, directive informational, collaborative and non-directive. Glickman (2009) creates a connection between these approaches and the behaviors they entail in his Supervisory Behavior Continuum.
In this image, the pieces have been strategically placed and numbered to reflect Glickman’s continuum. Beginning on the directive control end of the continuum, reinforcing (#10) and standardizing (#9) are behaviors which entail complete supervisory oversight; full control lies in the supervisor. These behaviors are sometimes necessary but not encouraged when working to establish collegial relationships. The next behavior, directing (#8), reflects the directive informational approach. When working in this capacity, supervisors directly provide ideas and suggestions to teachers which they are to follow, leaving the teacher with little to no input. Problem solving (#7) and negotiating (#6) behaviors are categorized under the collaborative approach. In these circumstances, supervisors work to understand the teacher perspectives and include them in the decision making process. Both teachers and supervisors offer ideas and a plan of action is collaboratively determined. Progressing on the continuum, the final behaviors of presenting (#5), reflecting (#4), encouraging (#3), clarifying (#2), and listening (#1) reflect a nondirective approach. Behaving in this manner, supervisors empower teachers by placing them in control. Supervisors assist teachers in this process, but ultimately the teachers reach their own decisions and determine their own plan of action. As pieces of a puzzle vary in shape and size, these supervisory behaviors also have unique defining qualities.
Final Image: The final image a puzzle creates reflects a supervisor’s overall purpose and represents what can be achieve when each component is in place. To form a complete puzzle, supervisors must possess an awareness of the approaches they can implement and the behaviors they can employ in their relationships with staff. In order for a supervisor to connect with those around them, as pieces of a puzzle do, they must be equipped to provide the level of support each teacher requires. While refiguring is necessary throughout the process, the intended goal must always be in sight. When connections cannot be determined we must rethink and reorganize, as is done when solving a puzzle.
Supervision is a Puzzle
The borders reflect our guidance,
the pieces reflect our behaviors, and
the final image reflects our connections to those around us.