Developmental Supervision: An Exploratory Study of A Promising Model

Journal Article Review By

Tyrone PerkinsEDAM 5320Spring 2011

Dr Uribe

Developmental Supervision: An Exploratory Study of A promising Model

In 1990 an article was published in the Journal of

Education by Stephan Gordon at the University of

Pennsylvania. (Glickman)

Carl Glickman developed supervisory approached that

called for educational leaders to have alternative

approaches for supervising teachers to develop improved

instruction and cognitive growth

Glickman’s Study Tactical Phase Strategic Phase

Supervisor Diagnoses teacher

Conceptual level (CL)Initially Low (CL )

Moderate (CL)

High (CL)

Select Supervisory Approaches:

Directive (Directing and Standardizing)

Collaborative (presenting, problem solving negotiating)

Non directive (listening, clarifying, encouraging, reflecting)

The Supervisory Behavior Continuum

Nondirective Collaborative Directive Control Directive

Informational

Teacher (Mutual plan) (Supervisor-suggested plan) (Supervisor

Assign)

Directive Control Behaviors1. Presenting: Identify the problem.2. Clarifying: Ask teacher for input into the problem.3. Listening: Attend carefully to understand the

teacher’s point of view.4. Problem Solving: Mentally determine the best

solution5. Directing: Tell expectations to the teacher.6. Clarifying: Ask the teacher for input into the

expectations.7. Standardizing: Detail and modify expectations.8. Reinforcing: Repeat and establish follow-up on

expectations.

Directive Informational Behaviors1. Presenting: Identify the goal.2. Clarifying: Ask the teacher for input into the goal.3. Listening: Attend carefully to understand the teacher’s

point of view.4. Problem Solving: Mentally determine possible actions.5. Directing: Provide alternatives for the teacher to

consider. 6. Listening: Ask the teacher for input into alternatives.7. Directing: Frame the final choice.8. Clarifying: Ask the teacher to choose.9. Standardizing: Detail the actions to be taken.10. Reinforcing: Repeat and suggest follow-up on the

plan.

When to Use Directive Informational Behaviors

1. When the teacher or group is functioning at fairly low developmental levels

2. When the teacher or group does not possess the knowledge about an issue that the supervisor does

3. When the teacher or group feels confused, inexperienced, or at a loss for what to do, and the supervisor knows of successful practices

4. When the supervisor is willing to take responsibility for what the teacher or group chooses to try

5. When the teacher or group believes that the supervisor is credible

6. When time is short, the constraints are clear, and quick, concrete actions are needed

Comparing Directive Control with Directive Informational

Directive Control Statements:It is essential that

you…One of my

expectations is that you…

You need to…You must…You will be required

to…I will…

Directive Informational Statements:I suggest…One alternative is…You could…In my own teaching,

I’ve found that…Which alternative do

you wish to try?I would be willing to…

ResearchFocus of the study was to match the supervisors

style with the teachers cognitive level during teachers post conference.

Study ObjectivesGathering Descriptive DataSupervisors effectiveness at using approaches

(D. C. ND)Teachers view of the use of the approachesSupervisors view of the use of the approaches

Participants in the Study1. There were 16 supervisors who were

enrolled in either graduate supervision courses or workshops.

2. 47 teachers took part in the study and

represented a range of urban, suburban, rural, elementary, middle and secondary schools as well as all the content areas.

Supervisor Training and Field Activities3 hours training sessionsReview of the principles and stages of clinical

supervision.Training included video tape demonstrations,

role play, presentation and feedback.Clinical supervision phases pre-conference,

classroom observation, analysis, planning, post conference, action plan, follow up and

post critique.

Case Study Conference items discussed: Missing lesson plans.Missing Grades for Art.Absence of a teacher’s webpage. Failure to use the district adopted lesson plan

template.Failure to use comprehensive behavior

charting system.

ReferencesGordon, S. (1990). Developmental

Supervision: An Exploratory Study of A Promising Model. Journal of Curriculum and Supervision Vol. 5 Num. 4 293-307