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Developmental Supervision: Theory and Practice

Project outlining the rationanal for developmental supervision, applying developmental supervision, and creating guidepost for decisions.
by

John Howard

on 4 March 2011

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Transcript of Developmental Supervision: Theory and Practice

The rationale for developmental supervison VARIABILITY IN TEACHERS Low Devlopmental Levels Structure and SuperVision Moderate Developmental Level What examples can you think of that provide structure to a teacher? Age, Race, Experience, College Degree, Professional Development Developmental Supervision:
Theory and Practice Difficulties in defining and responding to problems Unlikely to accept leadership roles Moderate Developmental Levels Best Served by
collaborative supervision Can formulate solutions to
problems Variation in teachers means
that supervision strategies will be different for all teachers High Developmental Levels Self Directed Nondirectional
Supervisory
Approach Teachers at this position
can look at problems from
many viewpoints, develop
multiple actions, and follow
plans to success. Help nurture and guide
teachers performing at low levels
of teacher development Develop the right plan
or goals to get the teacher to
high developmental levels of teaching. What examples of collaborative
planning can you think of ? What examples of self directed/nondirectional
supervision can you think of that provide growth
for an educator? Is the teacher open to improvement? What information sources does the
teacher use to self reflect on teaching practices? How many solutions can the teacher
come up with on their own? Can the teacher choose their own course of action? Questions to ask when choosing an advisory
approach Can the teacher do
what he or she says? Applying the chosen approach It is important for a supervisor
to be able to shift from one approach to another When unsure of which approach to take
a supervisor should begin with collaborative
but be ready to switch to nondirective or directive approach Fostering Teacher Development:
Five Essentials to promote teacher growth Role Taking Experienceces Careful and continuous
guided reflection Balance between real
experience
and reflection Personal support and
challenges Continuity MAIN POINT OF
CHAPTER TWELVE There is no formula for human behavior There are only guidelines and suggestions for teacher improvement Questions
or
Comments?
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