Supervision for 1

Running head: SUPERVISION FOR INSTRUCTIONAL

Supervision for Instructional Improvement

Patrick D. Kelley

Grand Canyon University

Supervision for 2

Abstract

Supervision for instructional improvement is a topic that all administrators face. This paper

will analyze the five tasks of supervision for instructional improvement; direct assistance, group

development, professional development, curriculum development, and action research. This

paper will explain why each task is necessary for instructional improvement, how they can be

used effectively, and what issue may arise within each task.

Supervision for 3

Supervision for Instructional Improvement

When given the task of being responsible for improvement of instruction an administrator

may have to look at various models to seek one that works best for themselves and their school.

Administrator’s may need to evaluate several programs before finding one that best fits their

school system and they may want to seek help from a group of individuals before making a final

decision in the author’s opinion. Teachers, other administrators, students, and the public

themselves may need to be involved in the process.

Direct Assistance to Teachers

Although there are multiple ways of observing, the model for conducting observations

with teachers is relatively standard and accepted (Glickman, Gordon, and Ross-Gordon, 2007, p.

301). Glickman, Gordon, and Ross-Gordon (2007) stated:

The structure of clinical supervision can be simplified into five sequential steps.

1. Preconference with teacher2. Observation of classroom3. Analyzing and interpreting observation and determining conference approach4. Preconference with teacher5. Critique of previous four steps (p. 302)

For efficient and effective teaching and learning to take place and for the realization of the

objectives of the process, the instructor needs to guide the learners (Azuka, 2006, p.1).

In order to guide the learners it can be shown that since teachers naturally turn to each

other for help more often than to a supervisor, and since supervision is concerned primarily with

improving instruction rather than with summative evaluation, teachers helping teachers has

become a formalized and well-received way of assuring direct assistance to every staff member

(Glickman, Gordon, and Ross-Gordon, 2007, p. 308). Direct assistance to staff members takes

many different methods in the author’s opinion. Instructional improvement is important and it

Supervision for 4can be done effectively in the author’s opinion through the use of peer coaching. The issues that

may arise with peer coaching or any direct assistance to teachers is the teacher themselves. Some

teachers do not look favorably on any type of peer coaching or evaluation method in the authors’

opinion. It takes a skilled administrator who can show relevance to evaluations to their staff for

any type of program to succeed (Frakes, personal communication, April, 2007).

Group Development

There are two dimensions of an effective professional group: the task dimension and the

person dimension. The task dimension represents the content and purpose of the group meeting,

whereas the person dimension of an effective group comprises the interpersonal process and the

satisfaction participants derive from working with each other (Glickman, Gordon, and Ross-

Gordon, 2007, pp. 322-323). Visionary leaders look at education in the 21st century with a new

definition of excellence. They see schools that are focused not on preparing students for a life of

tests, but rather preparing young people for the tests of life (Bencivenga, and Elias, 2003, p. 1).

Administrators must have a shared mission to be visionary forces in nurturing the school

community. They must recognize and communicate the wisdom and needs of children and listen

carefully for the social-emotional health of the school culture (Bencivenga, and Elias, 2003, p.

2). Using group development with faculty members: who in turn use the same style with

student’s sets in action a desired outcome that allows the students to become thinkers and doers

in our society in the author’s opinion?

The author believes that group development is one way in which teacher’s can work

together cooperatively in the best interest of the students and of themselves. The shared vision

and working together cohesively is one positive step in instructional improvement. The author

also believes that this can be realized most effectively by using teacher in-service days that are

part of most schools master contract. Issues will come up using group development just as it does

Supervision for 5in any other method of supervision since some faculty may not work well in groups. It will take a

skilled administrator to help those individuals see the rewards and look for the positives in the

author’s opinion.

Professional Development

Professional development is often viewed by supervisors, administrators, and teachers as

a number of days contracted for in the school calendar that simply need to be endured

(Glickman, Gordon, and Ross-Gordon, 2007, p. 352). Since over 85 % of a total school budget is

used to pay employee salaries (Glickman, Gordon, and Ross-Gordon, 2007, p. 352), it is

necessary in the author’s opinion that all faculties receive professional development. Successful

programs are built around professional development programs. Glickman, Gordon, and Ross-

Gordon (2007) stated:

Some of the common characteristics of successful programs:

1) Involvement of participants2) Programs that are based on school wide goals3) Long range planning and development4) Adherence to principals of adult learning (p. 353)

The essence of successful instruction and good schools comes from the thoughts and

actions of the professionals in the schools (Glickman, Gordon, and Ross-Gordon, 2007, p. 352).

With this in mind if one is to look for a place to improve the quality of education in a school, a

sensible place to look is the continuous education of educators-that is, professional development

(Glickman, Gordon, and Ross-Gordon, 2007, p. 352). Professional development can be

accomplished through in school days of teacher in-service and through teacher education

programs held during the summer in the author’s opinion. Issues that may arise are teachers who

do not need to go back to school since they have a permanent license and those who have just

completed a certification renewal that does not require them to take additional classes. If the

Supervision for 6school is going to place emphasis on a particular program the administration is going to have to

develop a program that fits all educators in the author’s opinion.

Curriculum Development

Teaching is a moral activity that implies thoughts about ends, means, and their

consequences (Glickman, Gordon, and Ross-Gordon, 2007, p. 375). In many states, legislatures

are now mandating the curriculum to be taught in all public schools (Glickman, Gordon, and

Ross-Gordon, 2007, p. 377). Faculty members provide a vital role in the education of students

(Rainey, 2002, p.1), and it is clear that in order for schools to be successful, teachers need to be

involved in curriculum development (Glickman, Gordon, and Ross-Gordon, 2007, p. 380). The

advantages to curriculum development in instructional improvement are that teachers are better

prepared to teach with a curriculum that reflects current material in the author’s opinion.

Curriculum development can be effectively implemented through teacher in-service days and

summer workshops in the author’s opinion. If it is important enough for teachers to be doing it

then the school should make the time for the teachers to work on it in the author’s opinion. Issues

that arise with curriculum development usually come from those individuals who do not see the

need for it in the author’s opinion. Teachers at times must be shown the value of what they are

going to do before any real positive outcomes are seen.

Action Research

Action research can be a valuable resource for strengthening the link between theory and

practice in school counseling. Action research is emerging as a potentially significant perspective

in all fields of education (Rowell, 2006, p. 1). Collective action research can integrate direct

assistance, group development, professional development, and curriculum development

(Glickman, Gordon, and Ross-Gordon, 2007, p. 409). Action research is the mode that can be

used to apply all four methods together for a desired outcome. The advantages of action research

Supervision for 7that make it necessary for instructional improvement are that it solves practical problems and

improves practice, guides action planning and evaluates results, research results in desired

change, and the primary audience for it is the members of the school community (Glickman,

Gordon, and Ross-Gordon, 2007, p. 407). Action research can be done effectively by

incorporating it into the school in phases over a period of time to allow for growth among the

stakeholders. The issues that arise with action research tend to be centered on the amount of time

it takes to implement the process. This can be completed over a period of time and is not

required to be implemented all at once.

Conclusion

It should be recognized that the long-term goal of developmental supervision is teacher

development toward a point at which teachers, facilitated by supervisors, can assume full

responsibility for instructional improvement (Glickman, Gordon, and Ross-Gordon, 2007, p.

196). This is what instructional leadership is about in the author’s opinion. Getting teachers at

higher levels of adult development, expertise, and commitment are more likely to embrace “a

cause beyond oneself” and participate in collective action toward school wide instructional

improvement- a critical element found in the effective schools research (Glickman, Gordon, and

Ross-Gordon, 2007, p. 198). Once this has been accomplished, teachers helping teachers, no

matter which of the five tasks of supervision for instructional improvement, is the goal we are

after and we are on the way to achieving it.

Supervision for 8

References

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http://www.findarticles.com/p/articles/mi_m0FCR/is_2_36/ai_89809980

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