Type of Supervision

Supervision Styles

Teachers are a vital component in running a school, and school administration should provide them with all the necessary support and resources. Beyond initial training, regular mentorship (both informal and formal) and orientation sessions should be arranged. Hiring is not just the primary process; the real task begins after hiring called observation and supervision. The health of a school depends on the quality of learning and education, which can only be improved through proper guidance and supervision by the principal, administrators, and fellow teachers.

A common question arises: why do schools need supervision? Teachers are not just teaching in class but also working on syllabi, classroom management, pedagogy techniques, and producing results. They have to deal with various types of parents while internally grappling with their strengths and weaknesses, which is not an easy task. Teachers, therefore, need guidance and supervision to stay on track, overcome confusion, and improve. This need for supervision is supported by Nurabadi et al. (2019). The supervisor acts a link between manager and worker as shown in image:

Image address: https://spiritualleadership.com/wp-content/uploads/orgchart.png

Collaborative Supervision

Collaborative supervision is based on mutual respect, understanding, and cooperation between teachers and administrators. This approach involves joint goal-setting, shared problem-solving, and reflective dialogue, where both parties share equal responsibility. For example, if a teacher and supervisor both notice that a student is struggling with understanding a lesson, they could discuss the issue and come up with a shared solution, such as using audiovisual aids rather than relying solely on textbooks. Teachers feel empowered to contribute to the process, fostering a sense of ownership and commitment to professional development. Research has shown that collaborative supervision builds trust and enhances teacher efficacy, leading to improved classroom practices (Glickman, 2018).

Directive Supervision

In contrast to the collaborative approach, directive supervision involves analyzing specific situations and providing clear guidance and strategies to address identified weaknesses in teaching practices. This approach is particularly effective for newly hired teachers or those new to different grade levels. For instance, if a supervisor notices a teacher struggling with classroom management, they might provide specific strategies for improving behavior management. While directive supervision can be prescriptive, it ensures clarity and sets explicit performance expectations, which are essential for maintaining instructional standards.

Informational Approach

In the informational approach, the supervisor observes a problem and offers various strategies and solutions for the teacher to consider. The teacher is then responsible for determining which technique works best for their specific context. For example, a supervisor may suggest different teaching strategies for engaging students in the classroom, but it is up to the teacher to decide which methods to implement. This approach is linked to informal supervision, where the supervisor does not directly interrupt the class, and teachers often feel more comfortable with this less intrusive style (Farber & Hazanov, 2014).

Non-Directive/Differentiated Supervision

Non-directive supervision focuses on analyzing the situation from the teacher's perspective. The supervisor might ask questions like, "What do you think could be the outcome if the same strategy is applied to different groups of students?" Teachers guide themselves in generating solutions. Differentiated supervision adapts to the individual needs of teachers, considering their experience, skills, and readiness for autonomy. For instance, experienced teachers may benefit more from self-directed or peer-assisted supervision, while new educators may need closer monitoring and structured guidance Gordon, S. P. (2022).

Case Studies and Evaluation Forms

Using case studies and examples can clarify which evaluation forms are most appropriate in specific situations.

 Case Study: Collaborative Feedback

There are three persistent obstacles to effective teacher supervision and evaluation:

The Management Challenge: This challenge refers to the lack of time school administrators have for instructional leadership and teacher supervision due to competing responsibilities. Tasks such as budgeting, addressing student and parent concerns, preparing reports, and handling bureaucratic duties often take priority. These time constraints prevent administrators from effectively supporting teaching practices and fostering instructional improvement. Research consistently highlights this challenge as a significant barrier to effective supervision (Brandon et al., 2018).

The Complexity Challenge: The complexity challenge arises from a lack of understanding or limited accountability and responsibility. Poor interpersonal communication and lack of support from administrators can be issues. Positive communication and effective relationships can resolve many of these challenges. For effective supervision, administrators should foster empathy, compassion, and strong relationships. Research indicates that while routine evaluations for new teachers are well-established, challenges persist in supervising experienced teachers whose performance may decline (Brandon et al., 2018).

The Learning Challenge: This challenge highlights the lack of regular updates and development in instructional leadership skills among school administrators. Brief events like conferences offer inspiration but fail to provide sustained support. Effective supervision and evaluation require continuous learning and development of supervisory knowledge, which many schools and districts neglect for example very limited time to review the syllabus and lessons Hersi, A. A. (2010). Darling-Hammond

Sample Evaluation Form

• Clear performance criteria aligned with teaching standards. These can vary based on the teacher's experience level: (a) beginning teachers, (b) experienced teachers, (c) teachers whose practice is marginal and requires assistance, and (d) teachers whose practice is unacceptable due to incompetence or lack of commitment (Brandon et al., 2018).

• Space for self-assessment and reflection, which falls under the informational supervision category. The criteria for evaluation would involve assessing and reviewing one's work.

• Constructive feedback sections, which highlight strengths and areas for improvement without judgment. Levin and Schrum (2017) warn that leaders should not base judgments on partial observations. Trusting staff and their instructional strategies is essential, as continuous and exhaustive evaluations can create fear among students and staff rather than fostering a love for learning.

• Specific action plans with timelines for professional growth, such as shared instructional leadership, where class instructors can participate equally.

Balancing Supervision with Constructive Feedback

Balancing instructional supervision with constructive feedback requires sensitivity to teachers' professional dignity and a focus on growth. Supervisors should:

• Use evidence-based feedback that is specific, objective, and actionable.

• Foster a growth mindset by framing critiques as opportunities for learning rather than punitive measures.

• Incorporate regular check-ins to monitor progress and adjust support as needed, ensuring the availability of necessary resources and tools.

• Encourage peer collaboration to create a supportive professional community, such as working on curriculum development and implementation plans (Brandon et al., 2018).

Reflection on Learning Outcomes

1. Developing Personal Skills to Motivate Teachers: Motivating teachers involves cultivating empathy, active listening, and a focus on relationship-building. Supervisors must create a climate where feedback is welcomed as a tool for growth, not as a source of stress. By blending supportive supervision techniques with clear expectations, supervisors can inspire teachers to excel and contribute meaningfully to the educational community.

2. Critique of Selected Approaches to Appraising Teacher Performance: According to Louis and Wahlstrom (2012), leadership practices are directly related to how teacher relationships can be improved and influenced positively. This idea is reflected in critiques of common teacher evaluation models. Performance evaluations should not only be based on observing classroom practices but also on how leadership can foster a supportive professional community. Leithwood and Louis (2012) argue that instructional leadership should focus not only on monitoring classrooms but also on setting a clear vision, promoting a positive school culture, and supporting teachers’ professional growth.

3. Developing Personal Skills in Motivating and Supporting Teacher Development: Leaders must understand why their institution exists, its goals, and how they plan to achieve them. Hall Moore (2018) emphasizes that this should be the leader's top priority, dedicating most of their time to ensuring the mission is carried out effectively. Robinson et al. (2008) highlight that strong leadership is linked to improved student outcomes. Key leadership practices, such as setting clear goals and promoting teacher learning, create a professional climate where teachers are motivated to improve their practice.

References

Brandon, J., Hollweck, T., Donlevy, J. K., & Whalen, C. (2018). Teacher supervision and evaluation challenges: Canadian perspectives on overall instructional leadership. Teachers and Teaching, 24(3), 263-280. https://doi.org/10.1080/13540602.2018.1425678

Hersi, A. A. (2010). Darling-Hammond: The flat world and education: How America’s commitment to equity will determine our future. Journal of Educational Change, 11(3), 291–295. https://doi.org/10.1007/s10833-010-9137-7

Farber, B. A., & Hazanov, V. (2014). Informal sources of supervision in clinical training. Journal of Clinical Psychology, 70(11), 1062–1072. https://doi-org.twu.idm.oclc.org/10.1002/jclp.22127

Flores, M. A., & Derrington, M. L. (2018). Improving teacher evaluation: key issues for appraisers in a globalised era. Teachers & Teaching, 24(3), 203–208.

 https://doi-org.twu.idm.oclc.org/10.1080/13540602.2018.1427017

Glickman, C. D. (2018). Supervision and Instructional Leadership: A Developmental Approach. Pearson Education.

Gordon, S. P. (2022). Applying Dialectical Dialogue to Instructional Supervision. Journal of Thought, 56(1/2), 34–54.

Gordon, J. (2017). The power of positive leadership: How and why positive leaders transform teams and organizations and change the world. Wiley.

Leithwood, K., & Louis, K. S. (2012). Linking Leadership to Student Learning. Jossey-Bass.

Levin, B., & Schrum, L. (2017). Leadership for Learning: How to Guide Schools to a New Vision of Education. Corwin Press.

Louis, K. S., & Wahlstrom, K. L. (2012). Districts Matter: Cultivating School Districts That Support Effective School Leadership. SAGE Publications.

Simon Sinek. (2022, January 7). Giving critical feedback | Simon Sinek [Video]. YouTube. https://www.youtube.com/watch?v=fGWYyvPhsf8

Wahlstrom, K. (2012). Leaders for Learning: How to Lead Schools and Districts That Support Effective Teaching and Learning. Jossey-Bass.