Supervisory Platform
In order to be an effective educational leader, one must establish a platform upon which their goals and actions are based. This platform must define one's educational beliefs, as well as explain how one foresees these beliefs to be reflected in practice. As a future educational supervisor, I understand the importance of evaluating my own values and establishing a core set of beliefs that I will strive to uphold. This platform has been designed to explain my beliefs towards the definition and purpose of supervision, the responsibilities that supervision should entail, and the skills that are critical to success in this position.
Varying perspectives exist regarding the definition and purpose of educational supervision. Some believe that the purpose of supervision is to evaluate teacher effectiveness, a perspective that is actualized when supervisors take the role of observer. While observation is a required supervisory task, it does not define this position’s overall purpose. Supervision is a process and in order to be most effective in this process, supervisors must approach this role with a particular mindset. The purpose of supervision is to foster collegial relationships with teachers that are grounded in trust and a shared goal of improvement.
An effective supervisor recognizes that expertise lies within the teacher and that their role is not to determine which aspects of a teacher’s instruction are in need improvement but rather to foster relationships in which teachers are willing to identify their own needs and welcome assistance. To uphold this perspective, supervisors must maintain an understanding that exuding a sense of power will have an adverse effect on their success. When teachers maintain control over the direction of their classroom and the decisions that are made, a collaborative relationship will develop. Glickman (2009) explains that “As supervisors gradually increase teacher choice and control over instructional improvement; teachers will become more reflective and committed to improvement” (p. 89).
In order to bring about this shared goal of improvement, a supervisor’s tasks should be based on coaching and facilitation. Unlike the practice seen in many schools today, supervisors should not only exist for the purpose of conducting observations every few months, but should maintain a consistent presence in the school environment. The benefit of this is twofold. By making themselves visible and available, supervisors acquire an understanding of the realities that exist within the school and classrooms, while teachers begin to recognize them as a valuable resource. By visiting classrooms and experiencing instruction firsthand, supervisors are presented with opportunities to coach, offering individualized suggestions based on the needs identified by each teacher. In doing so, supervisors extend their work beyond the observation, assisting teachers in improvement and growth.
The ability to develop positive relationships with teachers is dependent upon the skills that a supervisor possesses. While it is important for supervisors to maintain knowledge and technical skills such as understanding best practice and the ability to problem solve, interpersonal skills prove to be most critical in establishing collegial relationships. Teachers are looking for supervisors who are proactive, reliable and flexible. Establishing trust among staff is imperative to a supervisor’s success. Teachers must be assured that their supervisor’s goal is to assist and guide according to their individual needs and trust that their work together is based on a shared set of goals.
The role of supervision is often perceived as a role of judgment, a view that we as future leaders must make an effort to transform. Supervisors do not exist to judge but rather to guide and assist, they are teacher allies, not teacher enemies. As a future supervisor it is my goal to establish relationships in which teachers are comfortable, open and honest because without these qualities, true improvement cannot be achieved.
Varying perspectives exist regarding the definition and purpose of educational supervision. Some believe that the purpose of supervision is to evaluate teacher effectiveness, a perspective that is actualized when supervisors take the role of observer. While observation is a required supervisory task, it does not define this position’s overall purpose. Supervision is a process and in order to be most effective in this process, supervisors must approach this role with a particular mindset. The purpose of supervision is to foster collegial relationships with teachers that are grounded in trust and a shared goal of improvement.
An effective supervisor recognizes that expertise lies within the teacher and that their role is not to determine which aspects of a teacher’s instruction are in need improvement but rather to foster relationships in which teachers are willing to identify their own needs and welcome assistance. To uphold this perspective, supervisors must maintain an understanding that exuding a sense of power will have an adverse effect on their success. When teachers maintain control over the direction of their classroom and the decisions that are made, a collaborative relationship will develop. Glickman (2009) explains that “As supervisors gradually increase teacher choice and control over instructional improvement; teachers will become more reflective and committed to improvement” (p. 89).
In order to bring about this shared goal of improvement, a supervisor’s tasks should be based on coaching and facilitation. Unlike the practice seen in many schools today, supervisors should not only exist for the purpose of conducting observations every few months, but should maintain a consistent presence in the school environment. The benefit of this is twofold. By making themselves visible and available, supervisors acquire an understanding of the realities that exist within the school and classrooms, while teachers begin to recognize them as a valuable resource. By visiting classrooms and experiencing instruction firsthand, supervisors are presented with opportunities to coach, offering individualized suggestions based on the needs identified by each teacher. In doing so, supervisors extend their work beyond the observation, assisting teachers in improvement and growth.
The ability to develop positive relationships with teachers is dependent upon the skills that a supervisor possesses. While it is important for supervisors to maintain knowledge and technical skills such as understanding best practice and the ability to problem solve, interpersonal skills prove to be most critical in establishing collegial relationships. Teachers are looking for supervisors who are proactive, reliable and flexible. Establishing trust among staff is imperative to a supervisor’s success. Teachers must be assured that their supervisor’s goal is to assist and guide according to their individual needs and trust that their work together is based on a shared set of goals.
The role of supervision is often perceived as a role of judgment, a view that we as future leaders must make an effort to transform. Supervisors do not exist to judge but rather to guide and assist, they are teacher allies, not teacher enemies. As a future supervisor it is my goal to establish relationships in which teachers are comfortable, open and honest because without these qualities, true improvement cannot be achieved.