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"Mistakes are the portals of discovery." ~ James Joyce

Collaborative Behaviors

  • Wishes to resolve a problem that is shared equally with the teacher
  • Encourages teacher to present their own ideas
  • Both participants know they must agree on a course of action
  • Disagreement is encouraged, not suppressed

Directive Informational

Behaviors

Nondirective Behaviors

When to use

Collaborative Behaviors

  • Acts as the information source for the goal and activities of improvement plan
  • Through observation, determines a clear classroom goal for the teacher
  • Remains the information source, but asks and considers teacher feedback
  • Provides a range of alternatives from which the teacher is asked to choose
  • Based on the assumption that an individual teacher knows best what instructional changes must be made
  • Teacher has the ability to think and act on their own
  • Assist the teacher in thinking through their actions
  • All verbalizations are intended as feedback or to extend teacher's thinking
  • Teachers are functioning at a moderate or mixed developmental level
  • Teacher and supervisor have the same degree of expertise on the issue
  • Teacher and supervisor are both involved in carrying out the decision

When to use

Directive Informational Behaviors

When to use

Nondirective Behaviors

  • Teacher is functioning at a low developmental level
  • Teacher does not possess knowledge about an issue
  • Teacher feels confused
  • Teacher believes the supervisor is credible
  • Teacher or group is functioning at a high developmental level
  • Teacher or group possesses most of the knowledge
  • Teacher or group has full responsibility for carrying out the decision
  • Teacher or group is committed to solving the problem

Interpersonal Behaviors

Behaviors in the Four Supervisory Approaches

  • Listening
  • Clarifying
  • Encouraging
  • Reflecting
  • Presenting
  • Problem Solving
  • Negotiating
  • Directing
  • Standardizing
  • Reinforcing

Directive Control Behaviors

  • Takes over the problem
  • Identifies the problem
  • Tells teacher what to do

Glickman C.D., Gordon, S.P., Ross-Gordon, J.M., (2013). The Basic Guide to SuperVision and Instructional Leadership. Boston, MA: Pearson

When to use

Directive Control Behaviors

  • Teachers are functioning at a low level
  • Teachers do not have awareness, knowledge, or inclination to act on an issue of critical importance
  • Supervisor is committed to resolving the issue and the teacher is not

Supervisory Behavior Continuum

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