Running head: OUTCOME V

Trying on the shoes of a supervisor was an eye-opening experience. Throughout this

process, it was essential to keep in mind that all adults learn differently and have unique goals.
Effective teacher supervision must be directed by a belief system that empowers teachers to
self-direct their professional growth (Walsh, 2010, p.6). When I first approached this teacher, he
seemed taken aback. It was important to show him that I was working with him rather than just
collecting data to analyze independently.
During the pre-conference, it was crucial for the teacher to have the opportunity to
express what he wanted the focus of the observation to be. As I used the guided questions, it
became clear that the teacher relaxed once he realized that we were a team. Once he discovered
that this was a way to better his teaching, he opened-up. The pre-conference was valuable
because it gave us time to reflect on an area that the teacher would like to improve on in a nonjudgmental manner. I realized that the teachers needs must come first, and it is imperative to
keep the focus at the core of the conversation. I noticed how it is easier to conduct a meaningful
observation with a focus outlined. Having the data collection chart at hand that we agreed on was
an effective way to keep track of the questions being asked. Even with the purpose in mind and
this chart, I did have to keep reminding myself to only zero-in on the purpose. During the postconference, it was important to allow the teacher to express himself. It was amazing how much
reflection this process allowed for the teacher and supervisor. This method seemed most valuable
because it allowed for collaboration, and the teacher felt empowered. I realized how
developmental supervision allows for meaningful feedback to better instruction without feeling
like opinions are being overlooked. Overall, it was an enjoyable experience observing a
colleague and seeing another core content area lesson unravel. To me, this process allowed the
supervisor and teacher to be focused and important partners in improving instruction.

OUTCOME V
References

Glickman, C.D., Gordon, S.P. & Ross-Gordon, J.M. (2013). The Basic Guide to SuperVison and
Instructional Leadership: (3rd edition). Boston, Mass: Pearson Education, Inc.
Walsh, K. (2010) Differentiating Teacher Supervision. NJASCD Journal of Supervision and
Curriculum Development. 54(2010), 71-78.