"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