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Supervisory Options for Instructional Leaders in Education

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Angie C.

on 12 June 2014

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Transcript of Supervisory Options for Instructional Leaders in Education

Supervisory Options for Instructional Leaders in Education
Instructional Supervision
"Glue, if functioning properly, cannot be seen. Likewise, when supervision functions properly, it also goes unnoticed; but when glue quits sticking, as in the case of inadequate supervision, the object will collapse."
Supervisory Options
3 Levels of the SOIL Model
The SOIL Model
*Supervisory models in education
*Different leadership approaches based on teacher's readiness level and situation
*Teacher and instructional leader meet to determine supervisory needs of the teacher by discussing the teacher's prior experience, understanding of teaching methods and pedagogical theory (24)
*3 developmental levels:
Moderately Structured
Relatively Unstructured
Instructional supervisors provide:

Conclusions & Closing Thoughts

*SOIL model
Challenges instructional leaders
Allows ALL teachers to develop

Discussion Questions
The SOIL Model gives teachers more freedom in deciding how they will be supervised. However, having more freedom also means they must take on more responsibility.

How do you feel having more freedom and responsibility?

“This type of selection doesn’t restrict or limit a supervisor or teacher in the supervisory process. Instead, it provides many options for both parties to be actively engaged in educational development” (25).
Supervisors could feel overwhelmed by the amount of supervision options for teachers
SOIL Model is a good model because
 It provides flexibility for instructional leaders
 Meets teacher’s needs
 Both supervisor and teachers benefit from rewards
Why do think it was ineffective?
Have you ever had an experience with ineffective supervision?

Alina , Angie , Armando, Claudia, Karla, Kim, Monica, Nadia

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