what is supervision?
DESCRIPTION
What is Supervision?. To watch over a particular activity or task being carried out by other people and ensure that it is carried out correctly To be in charge of a group of people engaged in some activity and to keep order or ensure that they carry out a task adequately Encarta Dictionary. - PowerPoint PPT PresentationTRANSCRIPT
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What is Supervision? To watch over a particular activity or
task being carried out by other people and ensure that it is carried out correctly
To be in charge of a group of people engaged in some activity and to keep order or ensure that they carry out a task adequately
Encarta Dictionary
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What is Supervision?Supervision is more about appreciation than monitoring.
It is more about celebrating excellence than identifying and correcting mistakes.
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Why Supervise? To ensure quality services
For staff retention
Ongoing monitoring
Continuous quality improvement 3
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Development of Supervisors
What have I gotten myself into? Maybe I do know how to teach What’s new? This is who I am
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Supervisory DevelopmentPhase 1: Beginning Phase 2: Extending Phase 3: Maturing
Concerned with self Anxious Critical of self Seeks support from many sources Rewards are self -centeredCopes in several ways Plays the role of supervisor Avoids responsibility Orients self to role Uses trial and errorIn process of conceptualizing the roleUncomfortable with authorityDevelops new realizations about self
“If only I….”Accepts leadership with ambivalence
Can discuss problems and concerns more objectively
Concerns are centered on others
Better understanding of others and the program
More comfortable with authority
High expectations for selfMore confident more relaxed
Knows self and can evaluate self openlySense of being in chargeGreater sensitivity toward and understanding of supervisees Recognizes expertize of superviseesMore realistic about job and what can be doneConcerns with ideas/issuesHas well designed philosophical frame of referenceStimulated by outside contact; gets rewards from solving problemsContinues to be critical, but sees self as learner
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Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y
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Core Principles Develop an atmosphere of
safety, trust and consistency
Respect and teach the importance of supervision
Create an environment of learning and exploration
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Core Principles Introduction of new ideas as
possibilities
Use of self-reflection
Learn from your mistakes
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Components of Supervision
Job description
Interview
Observation
Professional development goals
Ongoing feedback
Accountability
Continuous quality improvement
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Cycle of Supervision
Job description
Orientation
Observation
Feedback
Goal setting
Evaluation
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Observation
Purpose
Strategies
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Feedback
Timing
Formal and informal
Documentation11
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Goal Setting
Professional Development
Accountability
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Professional Development
Types
Individual
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Phases of Teacher Development
Lillian KatzStage1:Survival
Stage2: Consolidation
Stage 3: Renewal
Stage 4:Maturity
First year
Experiences self-doubt and feelings of insecurity
Begins to focus on specific skills and tasks
Third to Fourth YearBegins to tire and feel a need for renewal
Extends beyond fifth year
Recommended Direct on-site support and technical assistance
On-site assistanceAccess to specialist
Advice from colleagues and consultants
Attending conferences
Joining professional organizations
Analyzing their teaching
Attending conferences
Participates in institutes and degree programs
Writing for journals 14Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press,
New York, N Y
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15Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y
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16Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y
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17Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y
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18Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y
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The Generations
Traditionalists: 1922 – 1943 Baby Boomers: 1944 – 1964 Generation X: 1965 – 1977 Generation Y: 1978 – 1994 Generation Z: 1995 - ?
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Baby Boomers
1944 – 1964
IdealisticCompetitiveQuestioners of AuthorityTend to be optimisticLike teamworkTend to be self-centeredEager to put their own stamp on things
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Generation X MillennialsBorn 1965-1976 51 million
Born 1977 – 199875 million
Accept diversityPragmatic/practicalSelf-reliant/individualisticReject rulesKiller lifeMistrust institutionsPCUse technologyMultitaskLatch-key kidsFriend-not family
Celebrate diversityOptimistic/realisticSelf-inventive/individualisticRewrite the rulesKiller lifestyleIrrelevance of institutionsInternetAssume technologyMultitask fastNurturedFriends = family
Mentoring Do’s· Casual, friendly workenvironment· Involvement· Flexibility and freedom· A place to learn
Mentoring Do’s· Structured, supportive workenvironment· Personalized work· Interactive relationship· Be prepared for demands, highexpectations
21retrieved 03/07/2010 from http://apps.americanbar.org/lpm/lpt/articles/mgt08044.html
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http://nkilkenny.wordpress.com/2006/08/30/generational-learning-styles-and-methods/
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Establishing a Learning Environment
The director’s responsibility
If teachers have a good learning environment for themselves, they will create a good learning environment for children
Adults need to be safe, have enough resources, and be encouraged to play 23
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Establishing a Learning Environment
Examining Our Beliefs About People
Understanding Adult Learners
Creating An Adult Environment
Providing Choices 24
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Thoughts for Staff Development
Give thought to the environment
Provide choices for different needs and interests
Emphasize dispositions
Promote observation, collaboration, and mentoring
Create a culture of curiosity, research, and storytelling
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Evaluation
Job Description
Goals
Accountability
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Quality Improvement
Gathering data
Planning
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Being Heard
Be clear
Be direct
Be empowering
Be consistent
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Summary Effective supervision requires
specific skills. Supervision is a process for
supervisees and supervisors Supervision is most effective
when customized to the employee.
Communication is the key to effective supervision.
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“The best supervisors I’ve had…listened intently, found something to value, and
then recast what I told then, embellishing it with something of their own. The
experience of good supervision is like finding a fellow traveler on a challenging journey, a companion worthy of trust who
has visited similar destinations. This fellow traveler knows many routes to our goal but is open to discovering a different path, a path we walk together, often with
me in the lead, except when I miss the flowers to smell, or when I stumble or
can't find my way. Then the supervisor is there to guide, even to prod a little, to
bolster my courage, and to help me regain my footing and focus, to help me find my
strength.”R. Shahmoon-Shanok
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Carter, D & Curtis, D. 2010. The Visionary Director, 2nd. Redleaf Press, St. Paul, MN
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Program
Vision
Coaching & MentoringManag
ing
& Ove
rsee
ing
Building & Supporting Community
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Calendar
Time Spent – use highlighters
Managing and Overseeing Coaching and Mentoring Building and Supporting
Community
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