Schools, Teaching, and Supervision
Overview
In schools everyday are many people influencing and taking the important role in education and supervision. In these roles are collaborating, teachers, principal, students, and educational supervisors, all these are the main basics of this process (Annan & Ryba, 2013). In an immediate setting, with a more encompass culture is guide by educators, principals, and other staff that supports the student’s success in a daily basis. In any school the culture is really important, but could be hard to establish and maintain (Moccozet, et al., 2009). In establishing a successful school it is pertain that all the staff have the knowledge about the different styles while leading, the main three are congenial, collegial, and conventional (Glickman, et al., 2010). Every school is classify by the leadership style and the decisions that are made, the instruction, the interactions with the stakeholders, or how the administration is done. Furthermore, will be analyze the supervision styles, the culture and the platform that will be follow.
Supervision Style
In the role of a principal are many factors that influence the style in the administration of a school. These factors can be the vision and goal, communication, teamwork, collaboration among all stakeholders (Glickman, et al., 2010). In education, are encounter different philosophies that are determine by the school system (Moccozet, et al., 2009). These philosophies drive the mission and vision of a school, that varies from school to school and some of this schools incorporate the philosophies as part of their mission. The philosophies of education that are present in the chosen school are existentialism, and experimentalism (Glickman, et al., 2010...
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...pervision into Teaching. London Review Of Education, 7(2), 125-134.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership (9th ed.). Needham Heights, MA: Allyn & Bacon. ISBN-13: 9780132852135
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My respect and solid working relationship with my supervisor allowed me to discuss any vicarious trauma I may have been experiencing. These bi-weekly sessions allowed me to process my strong feeling of sadness I felt for Susan as she lived among piles of possessions and a completely unusable and unsanitary kitchen. Supervision allowed me to express my thoughts of frustration during times of setbacks and to celebrate as accomplishments were made. Furthermore, through my supportive relationship with my supervisor I was able to learn more about myself and develop deeper therapeutic skills. I believe good supervision is important. Research shows the importance of individual supervision as the Charity Organization Department of the Sage Foundation offered the first known supervision in 1911(Kadushin,
The developmental model, summarized in an article by Stoltenberg (2005), summarizes a supervision approach that uses developmental framework in clinical supervision. The author, Stolenberg (2005) and Ursula Delworth created a developmental model titled Integrated Developmental Model of supervision (IDM). IDM provided specific details about the changes in the supervisee throughout their time in clinical supervision. It also provided specific details on the types of supervision environments and supervisor intervention for each level of development (Stoltenberg, 2005).
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of the most important and challenging aspects in being a supervisor and leading within any organization is the assessment and professional development planning of supervisees. There are several models, methods and sources a supervisor can chose from in completing this task. When teacher receive regular feedback from supervisors their satisfaction with their job performance is increased (Glickman, 2014). Direct assistance from supervisor to teacher is a vital component when it comes to achieving school objectives, mission and vision statements and school success (Glickman, 2014). Clinical Supervision One method of conduction direct assistance to a teacher is through clinical supervision.
Neukrug, E. (2014). A Brief Orientation to Counseling: Professional identity, History, and Standards. Belmont, CA: Cengage Learning.
I do believe that Amber has a realistic perspective about her role as assistant principal. She recognizes that part of her responsibility is dealing with discipline issues and supervising the students but she also desires to work closely with the teachers in order to help them develop their professional goals and instructional methods. She is reflective and understands that as a teacher she “benefited from the feedback and guidance she received from her principal” and she wants to do the same for the staff at this school (Kowalski, p. 124). I believe she is committed to the students and faculty and wants to bring about change in order to improve the academic process for the students.
This paper will describe two studies, one quantitative and the other a mixed method, which dealt with aspects of educational leadership. The studies chosen for review were conducted by Bush, et al. (2005), a study that reported participant results in a Leadership Academy, and another by Somech (2005) in which the results of an investigational study of leadership styles, participative and directive, with regard to their impact upon managing school effectiveness. To offer a deeper understanding of the respective studies, a discussion follows that details the design rationa...
What does leadership mean in the context of educational leadership? Many definitions of leadership in education co-exist, attesting to the complexity and multi-faceted phenomena of the concept (Elwell & Elikofer, 2013). Leadership is one of the most observed and least understood organizational and psychological areas of study. Despite volumes of research and numerous theories, no one theory of leadership emerged as the sole predictor of the success of educational leaders. The current body of knowledge about leadership consists of narrow definitions of leader effectiveness that are disconnected from their context (Latham, 2014). Educational leadership influences and affects every dimension of the educational process from the
Supervision was defined by Bernard (2005) as the realization of our supervisees that they understand the therapeutic process and themselves a tad better than when they entered supervision, and our own realization that we have been players in the professional development of another.
In education, there are four ruling philosophies on how a school should function. The first of the four is existentialism. “Existentialists place their focus on the ideas of existence and essence. Individuals create their own meaning.” (Four Philosophies para.5). The opposite of the freedom of existentialism is the idealistic philosophy. “Idealists stress the importance of learning ideas and concepts. They believe in reasoning, but question the use of scientific method and sense perception.” (Four Philosophies, para 2). The third of the philosophies is pragmatism. “Pragmatists place their focus on the idea of change. This constant change results in people having to understand what it means to know. Pragmatists believe that knowing
As mentioned before, leadership styles take an important role in running a school. Unfortunately, many principals have not yet defined their leadership style and struggle to administrate their school. They are responsible not only of teachers and students, but of every employee in the school. They have the power to control all the resources available to improve and meet academic goals. Despite their power, principals need to identify appropriate leadership styles to succeed as
The role and responsibilities of a teacher is very complex. Teachers are responsible for making sure their learners acquire the knowledge they need, but also achieve their qualification by the end of the course in a safe learning environment, so they have the skills and experience they need to start their careers. To achieve that goal a teacher must be creative, professional, flexible and knowledgeable enough to deal with daily challenges and find different ways to help their learners needs. Establishing a safe and stimulating environment for learners, creating mutual respect and set goals that stretch and challenge learners of all backgrounds and abilities.
York-Barr, J. & K. Duke (2004) what do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research 74(3), 255-316.