Tasks of Supervision

1
Prerequisites
Functions
Tasks
Unification
Product
Where Weve Been
Direct Assistance
1Knowledge
Supervision As Developmental
2Interpersonal Skills
3Technical Skills
Where Were Going
2
Tasks of Supervision

• Part V
• EAS 551 Supervision
• Chapter 16

3
The Johari Window
What the supervisor knows about the teacher
What the supervisor does not know about the
teacher
What the teacher Knows about himself
Public or open self
Hidden or secret self
1
2
Undiscovered or Subconscious self
What the teacher does not know about himself
Blind self
FIGURE 16.1 Johari Window and educational
platform
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3
4
The Johari Window

• A useful way of understanding how known and
  unknown platform dimensions of teachers fit into
  clinical supervision
• Depicts the relationship between two parties,
  teacher and clinical supervisor
• Revolves around aspects of the teachers
  platform
• known to self and others,
• known to self but not others,
• not known to self but known to others,
• and not known to self or others.

5
Other Forms of Direct Assistance
6
Other Forms of Direct Assistance

• Demonstration Teaching
• Co-Teaching
• Assisting with Resources and Materials
• Assistance with Student Assessment
• Problem Solving

7
Establishing Procedures for Direct Assistance
8
Establishing Procedures for Direct Assistance

• When a crisis occurs, it is good to have a
  prescribed procedure to follow
• Accessibility
• Weekly visits to be accessible
• Arranged time
• Weekly at a predetermined time
• Delegation
• Counselor, dept. head, etc.

9
Developmental Considerations in Direct Assistance

• Stages of readiness (schools school units)
• Study group/committee teachers, supervisors,
  teachers unions
• Pilot programs volunteers
• What does development mean to different people

10
Summary

• If improvement is part of the schools agenda
  direct assistance is a must
• Direct assistance can help eliminate isolationism
  foster collegiality
• Well help you you help each other an
  atmosphere of professional growth and educational
  importance

11
Case Study (1)

• Ms. Golan and her meeting with the principal
  about next years budget.
• Mr. Arostook and his meeting with irate parents
  he wants her time
• How would you have handled this situation?
• What leadership theory is involved here?

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Our Favorite Teacher (case study 2)

• The minute you met him, you liked him. Ben was a
  mainstay of the school and the community. A
  teacher 27 years of service, deacon of the
  church, a football coach with an 80 winning
  average, well-liked and well known by every man
  woman and child in the small rural town of 2,016
  souls.
• There was just one problem.

13
Our Favorite Teacher (case study)

• After making two informal visits to Bens
  classroom it was very apparent that Ben didnt
  know anything about teaching. In his physical
  education class students do not dress out and
  girls, who do not want to get their hair wet
  taking a shower, were allowed to sit and watch
  class. He has no written lesson plan, an it
  appears that the sole activity from September to
  April is one-on-one basketball.

14
Our Favorite Teacher (case study)

• In a conversation with Ben you have determined
  the following Ben
• Has not been evaluated by an administrator in 12
  years
• Is teaching on a general certification which
  the state offered 30 years ago. It essentially
  allows him to teach anything. He has little
  background in any subject are and none in P.E.
• Confides in you that he has not idea how to write
  a lesson plan
• Is six years from retirement
• Is unsure about his ability to change at this
  stage of his life.

15
Our Favorite Teacher (case study)

• In speaking with the superintendent you find
  that
• This situation has been known by faculty,
  students, and administration for some time
• The community is unaware of has tolerated the
  situation.
• Community expectations for the P.E. program are
  not high
• The state has no testing program for students in
  P.E.
• No other data is available on students in P.E.
• She would like you to do something about it.

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Our Favorite Teacher (case study)

• Assignment
• Outline your strategies for working with Ben.
  Discuss the nature of your relationship during
  the upcoming year(s) and the prognosis for Bens
  future. What work do you anticipate having to do
  with
• The superintendent
• The board of education
• The faculty
• The community

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Our Favorite Teacher (case study)

• Help
• ISLLC Standard 3, 5, 6
• Knowledges and/or Performances
• Motivational theories
• Professional development models
• Change process systems, org. and indiv.
• Integrity, fairness, dignity, respect, and ethics
• Political, social, economic, legal cultural
  contexts
• Laws as related to education and schooling

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Case Study