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Collaborative and Nondirective Supervisory Behaviors

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Erik Albertine

on 24 February 2015

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Transcript of Collaborative and Nondirective Supervisory Behaviors

Collaborative and Nondirective Supervisory Behaviors
by Erik Albertine

Collaborative Supervisory Behavior
"The supervisory using collaborative behaviors wishes to resolve a problem that is shared equally with the teacher" (Glickman, Gordon & Ross-Gordon, 2014, p. 131).
Both the supervisor and the teacher have a stake in the process and in the decision
Nondirective Supervisory Behavior
"The decision belongs to the teacher. The role of the supervisor is to assist the teacher in the process of thinking through his or her actions" (Glickman, Gordon & Ross-Gordon, 2014, p. 140).
The supervisor guides the teacher to the action that they know they should take

Comparison Matrix
A teacher goes to the principal with a problem that they have seen in their department. The principal listens carefully while the teacher speaks, asking probing questions to clarify the problem. Once the teacher has clarified the problem, the principal asks the teacher for suggestions on how to solve the problem. With each suggestion, the principal asks further questions to clarify the teacher's perception on how they would work, eventually allowing the teacher to come to a decision.
A teacher goes to the principal with a problem that affects the whole school. The principal was unaware of the problem, so she sits down with the teacher to discuss the problem. While the teacher presents ideas that he has, the principal listens carefully and asks probing questions to learn more. Afterward, the principal speaks about what they see occurring. After all perceptions are presented, the two discuss possible solutions. The two decide together what to do about the problem, then put that into action.

Mutual Plan
Teacher and supervisor work together
Solution is reached and agreed upon by both parties
Supervisor is a participant
Supervisor is careful not to influence teacher decision or push their own agenda
Teacher self-plan
Teacher identifies the problem and comes up with the plan
Supervisor asks probing questions to help teacher reflect deeper
Supervisor is an encourager
Supervisor is careful not to influence teacher decision
Even saying "that might work" is influential
Glickman, Gordon & Ross-Gordon, 2014
When To Use Each Method
Teacher Development = moderately high
Teacher Instructional Expertise = moderately high
Teacher Commitment = moderately high
Teacher Responsibility = same as supervisor
Supervisor Responsibility = same as supervisor
Urgency = moderately low
Teacher Development = very high
Teacher Instructional Expertise = very high
Teacher Commitment = very high
Teacher Responsibility = very high
Supervisor Responsibility = very low
Urgency = very low
Glickman, Gordon & Ross-Gordon, 2014
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014).
SuperVision and instructional leadership: A developmental
Upper Saddle River, NJ: Pearson.

Which Would You Use?
Charlene is a veteran teacher with 12 years of experience. She is knowlegeable about many things, but is struggling with the use of technology in her classroom. She would like to be able to use it more, but does not know where to start.
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