1

� For our purposes it will be formally defined as:

◦ “Supervision is the process of engaging teachers in instructional dialogue for the purpose of improving teaching and increasing student achievement” (Sullivan &

Glanz, 2000, pg. 24).

Simply put:

It is the process of improving instruction in order to facilitate student learning.

� The function of a supervisor as an evaluator of instruction is rooted in the bureaucratic inspectional-type supervision.

� The function of the supervisor as one who attempts to assist in the improvement of instruction is rooted in democratic practices.

2

� “Supervisors or people concerned with supervision, however, have faced a basic role conflict; namely, the unresolved dilemma between the necessity to evaluate (a bureaucratic function) and the desire to genuinely assist teachers in the instructional process (a democratic and professional goal).” (Sullivan & Glanz, 2000, pg. 22).

“Mankind likes to think in terms of extreme opposites. It is given to formulating its beliefs

in terms of Either-Ors, between which it recognizes no intermediate possibilities.

When forced to recognize that the extremes cannot be acted upon, it is still inclined to hold that they are all right in theory but that when it

comes to practical matters, circumstances compel us to compromise. Educational

Philosophy is no exception.”

In your groups discuss what you think this statement means.

3

In order to effectively deal with the

the dilemma of supervision that was previously

mentioned…a clear and basic philosophy of

education is a necessity.

4

“Reflective practice posits that our actions often are inconsistent with our intentions (or beliefs), and that new ideas do not necessarily lead

to new behaviors”(Sullivan & Glanz, 2000, p. 26).

� Espoused Theory◦ When one is asked how they would act in a given When one is asked how they would act in a given When one is asked how they would act in a given When one is asked how they would act in a given situation, this is the answer given based on the situation, this is the answer given based on the situation, this is the answer given based on the situation, this is the answer given based on the individuals beliefs and ideals.individuals beliefs and ideals.individuals beliefs and ideals.individuals beliefs and ideals.

� Theory in Use◦ What one actually does in a given real life situation.What one actually does in a given real life situation.What one actually does in a given real life situation.What one actually does in a given real life situation.

� ODR – Organizational Defensive Routines◦ Any policy or action that inhibits individuals/groups Any policy or action that inhibits individuals/groups Any policy or action that inhibits individuals/groups Any policy or action that inhibits individuals/groups in an organization from experiencing embarrassment in an organization from experiencing embarrassment in an organization from experiencing embarrassment in an organization from experiencing embarrassment or threat, which prevents actions that identify and or threat, which prevents actions that identify and or threat, which prevents actions that identify and or threat, which prevents actions that identify and reduce the causes of the embarrassment or threat reduce the causes of the embarrassment or threat reduce the causes of the embarrassment or threat reduce the causes of the embarrassment or threat ––––antiantiantianti----learning.learning.learning.learning.� A school culture that has accepted and tolerates mediocre A school culture that has accepted and tolerates mediocre A school culture that has accepted and tolerates mediocre A school culture that has accepted and tolerates mediocre instruction (Schmoker, 2006).instruction (Schmoker, 2006).instruction (Schmoker, 2006).instruction (Schmoker, 2006).

5

“Organizations only improve where the truth is

told and the brutal facts confronted.”

(Collins, 2001, as cited in Schmoker, 2006, p. 103).

Congruence

exists when one’s espoused theory

matches one’s theory in use.

When they don’t, it creates an

internal dilemma for the

individual.

6

What about Supervisors?What about Supervisors?What about Supervisors?What about Supervisors?

� The public or open selfThe public or open selfThe public or open selfThe public or open self

◦ Teacher’s knowledge of his/her teaching behavior corresponds with the Teacher’s knowledge of his/her teaching behavior corresponds with the Teacher’s knowledge of his/her teaching behavior corresponds with the Teacher’s knowledge of his/her teaching behavior corresponds with the supervisor’s knowledge. Supervisor and teacher work together to supervisor’s knowledge. Supervisor and teacher work together to supervisor’s knowledge. Supervisor and teacher work together to supervisor’s knowledge. Supervisor and teacher work together to broaden this aspect.broaden this aspect.broaden this aspect.broaden this aspect.

� The hidden or secret selfThe hidden or secret selfThe hidden or secret selfThe hidden or secret self

◦ Those aspects of his/her teaching behavior that the teacher knows but Those aspects of his/her teaching behavior that the teacher knows but Those aspects of his/her teaching behavior that the teacher knows but Those aspects of his/her teaching behavior that the teacher knows but the supervisor does not. Clinical supervision model encourages the the supervisor does not. Clinical supervision model encourages the the supervisor does not. Clinical supervision model encourages the the supervisor does not. Clinical supervision model encourages the teacher to reduce this situation.teacher to reduce this situation.teacher to reduce this situation.teacher to reduce this situation.

� The blind selfThe blind selfThe blind selfThe blind self

◦ The teacher is unaware of certain aspects of his/her teaching behavior The teacher is unaware of certain aspects of his/her teaching behavior The teacher is unaware of certain aspects of his/her teaching behavior The teacher is unaware of certain aspects of his/her teaching behavior but the supervisor is not. This aspect is most often neglected in current but the supervisor is not. This aspect is most often neglected in current but the supervisor is not. This aspect is most often neglected in current but the supervisor is not. This aspect is most often neglected in current system of evaluation. Clinical supervision address this component system of evaluation. Clinical supervision address this component system of evaluation. Clinical supervision address this component system of evaluation. Clinical supervision address this component most effectively.most effectively.most effectively.most effectively.

� The undiscovered selfThe undiscovered selfThe undiscovered selfThe undiscovered self

◦ Those aspects of teaching behavior that both the teacher and supervisor Those aspects of teaching behavior that both the teacher and supervisor Those aspects of teaching behavior that both the teacher and supervisor Those aspects of teaching behavior that both the teacher and supervisor are unaware of.are unaware of.are unaware of.are unaware of.

7

• An educational philosophy affects every important decision about curriculum, teaching,

instruction, learning and assessment.• The methods and materials a teacher uses and

incorporates into each lesson design reflects their individual professional judgment, which is a direct reflection of their personal philosophy.• “Philosophy at least indirectly influences

actions which in turn affects behavior” (Sullivan & Glanz, 2000, p. 26).

� Student Outcomes

� Instructional Climate

� Instruction

� Leadership and Governance

� Concluding Statement

8

� What are your goals for your students?

� What do you want them to be able to do, to accomplish?

� What type of climate will facilitate your student outcomes?

� What will you do to cultivate and nurture this climate?

9

� How do students “come to know?”

� What do you believe to be effective teaching/instruction?

� How does this relate to your “student outcomes” and your “instructional climate?”

� What type of leader do you wish to be?

� What are your responsibilities as a leader?

� What is your overall leadership philosophy?

� What will you do as a leader to create, promote and support an effective school?

10

� Why do you believe the things that you previously stated are important and how do they promote the evolution of public school education?

� See Appendix 1-C in the text for some examples.

� This assignment will be due on December 2.

11

� Oldest and most conservative educational philosophy; rooted in realism.

� Dominated education up to the late 19th century.

� Stressed the three R’s as well as moral and religious training at the elementary level and Latin, Greek, grammar, rhetoric, logic and geometry at the secondary level.

� Relies on agreed-upon universal knowledge and cherished values of society; time tested knowledge and an unchanging view of the universe, human nature, truth and knowledge.

� Education is absolute, constant and universal.

� One common curriculum for all, which is subject centered emphasizing language, mathematics, literature, science, and the arts – a “liberal” education.

� Teacher centered; Teacher is the content authority.

� A curriculum of the past emphasizing the “great works” of history's “great scholars.”

� An education calculated to “develop the mind.”

12

� Traditional and conservative philosophy� School curriculum geared to the fundamentals: the three R’s in elementary school and the 5 essential subjects in secondary school –English, mathematics, science, history and foreign language.

� Subjects like art, music, P.E., and vocational Ed. should be included but not at the expense of the other subjects – limited value.

� All students offered the same curriculum, intellectual in content, but with quantity and rate adjusted for each learner in a systematic way.

� Educational process is seen as collecting factual knowledge; discipline and homework are emphasized.

� Teacher centered; teacher is the content authority.� Public demand to raise academic standards reflects current philosophy of Essentialism.

� Heavy emphasis on reading, writing (grammar), math, US History, biology, chemistry and physics.

� A need to transmit the shared knowledge of the adult society to youth.

� Demands higher achievement for all students in the academic areas.� General theme is on excellence for all in order to compete in the world-wide economy.

� Developed out of a protest against Perennialism; came from a larger social and political reform movement of the early part of the 20th century.

� Skills and tools of learning include problem solving methods and scientific inquiry.

� Learning experiences should include cooperative behaviors and self-discipline.

� Heavy emphasis on “how to think,” not “what to think.”� Curriculum is interdisciplinary in nature; materials and content part of the learning process not the source of ultimate knowledge.

� Teacher serves as a guide to facilitate student learning.� Focus on the child as a learner rather than focus on the subject.

� Emphasizes activities and experiences rather than verbal and literacy skills.

� Encourages cooperative group learning activities.� Humanistic education and relevant curriculum two main objectives.

� Goal is to produce “self-actualizing” people.

13

� Grew out of the progressivism movement.� Emphasis on society centered education that takes into consideration the needs of society and the classes.

� Coincide with a new social-economic political education.� A curriculum based on social issues and social services.� Examines the cultural heritage of a society as well as the entire civilization

� Examines controversial issues� Committed to bring about social and constructive change through the schools

� Emphasizes cultural renewal and intercultural.� Teachers considered prime agents of social change� Sensitive to global issues and analyzes them as part of a larger social order; international curriculum

� Major emphasis on mastering a foreign language.� Content that emphasizes language, communication skills, art, poetry, dance, drama, literature, psychology, ethics, religion and other aesthetic, humanistic and spiritual subject matter comprise a good part of the reconstructionist's curriculum.

References

Argyris, C. (1993). Knowledge for action: A guide to overcomingbarriers to organizational change. San Francisco, CA:Jossey-Bass Publishers.

Schmoker, M. (2006) Results now: How we can achieveunprecedented improvements in teaching and learning.Alexandria, VA: ASCD.

Sullivan, S. & Glanz, J. (2000). Supervision that improvesteaching: Strategies and techniques. Thousand Oaks, CA:Corwin Press, Inc.