Development Supervision Essay

Glickman defines development supervision as leadership for the development of instruction viewed as a purpose and a process rather than a part or situation.

Development supervision is based on three general propositions. First and foremost, teachers drive at different levels of professional development since they have diverse personal backgrounds and familiarities. Secondly, teachers work at differing levels of thought, ability and effectiveness thus they need to be supervised in different ways teachers at lower developmental levels need more structure and direction, teachers at higher developmental levels needs less structure and a more active role in decision making. Thirdly, the long - range goal of supervision should be to upsurge every

This face originally includes matching supervisory tactic to the level of teacher abstraction. Supervisory Approaches:

Direct approach - Supervisor offers teachers with an excessive deal of evidence and information. This tactic calls for high supervisor obligation for the instructional upgrading choice. The supervisor does not effort to force teachers to use an exact action but instead recommends substitutes for the teacher to deliberate and choose.

Collaborative approach - Supervisor works with teachers to segment observations of a difficulty, suggest substitutes, and convert an equally scheduled strategy of action. The supervisor and teachers share charge for the concluding choice.

Non directive approach- The supervisor offers teachers to describe instructional difficulties themselves, produce activities, think through significances and generate their individual action tactics. This calls for low supervisor accountability and high teacher responsibility for the final conclusion. - Supervisor inspires teachers make serious choices and follow through on those decisions, and by being an involved organizer, helping teachers elucidate their insights and