Developmental Supervision: Theory & Practice

R. Martin Reardons summary of Chapter 12 Glickman, C. D., Gordon, S. P. & RossGordon, J. M. (2009), 150-158

Developmental Supervision: An Integrated Model

The hints for group use of the same four styles become more important Low developmental levels

DI preferable; DC if necessary Difficulty defining problems, few ways of responding, unlikely to accept decision-making responsibility C; brainstorming Shared perceptions, negotiated action plans ND; ready for self-direction; autonomous, explorative, creative Can think of a problem from different perspectives, generate a variety of alternative actions, think through action plans, focus on plan to completion
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Moderate developmental levels

High developmental levels

Problem of Variability

ss may not be at consistently high levels across continua

Group may not have all members at same level Collaborative approach more effective

Change in circumstances can upset apple cart

I tried to teach 7th graders as smaller 8th graders and it was a disaster. I had to work hard to adjust. Change from one state to another; from one school to another
Teacher characteristics Recent observations of & interactions with s (or group) Analysis of current situation

Decide approach on case-by-case basis

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Why developmental supervision?

Controlling Environment

Restrict individual choice

Gain compliance; create resistance must, should, ought to, need

Informational Environment

Expand individual choice

Promote autonomy; commitment to improvement can, could, consider, might

Humans want to follow their own inclinations

Controlling environment feeling of being a pawn teachers are extremely sensitive to differences(in) language used by a supervisor (p. 155)

Use of C and ND to manipulate outcomes is dishonest & unethical High developmental level teachers:

Use instructional techniques associated with successful learning Are likely to foster students growth towards higher levels of development Are more likely to embrace a cause beyond oneself & participate in collective action to improve school
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How developmental supervision?

Phase 1: Choose the best approach

Observe ss teaching or working with others Discuss with ss ideas about teaching

Are ss aware of improvements that can be made, and Possible causes of instructional needs? Can ss generate several possible solutions? Are ss decisive in choosing course of action? Do ss do what ss say?

Organizational relationship

DC: line relationship DI: acknowledged experts C & ND: S, peers, coaches

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How developmental supervision? (ii)

Phase 2: Apply the chosen approach

93% could use DI; 100% could use C; 70% could use ND Implication? Practice ND If not sure, prepare C

Shift gears: up to ND, or down to DI/DC

Phase 3: Foster teacher development

Simply matching ss can promote s development In addition,

Introduce ss to new information about students & learning, innovative teaching strategies, novel ways to frame & solve problems Assign ss to learning group where others are at slightly higher levels (Vygotskian scaffolding)

Stimulation of ss growth toward higher developmental levels is possible

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Conditions for Growth

Thies-Sprinthall (1984): Role-taking experiences Careful & continuous guided reflection Balance between real experience & discussion/reflection Both personal support & challenge Continuity (at least 6 months with regular meetings)

Schools are ragged and complex (p. 157) The suggestions in Chapters 7-11 are not algorithms
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