This action might not be possible to undo. Are you sure you want to continue?
R. Martin Reardon’s summary of Chapter 12 Glickman, C. D., Gordon, S. P. & RossGordon, J. M. (2009), 150-158
creative Can think of a problem from different perspectives. think through action plans. generate a variety of alternative actions.Developmental Supervision: An Integrated Model The hints for group use of the same four styles become more important Low developmental levels DI preferable. ready for self-direction. DC if necessary Difficulty defining problems. unlikely to accept decision-making responsibility C. autonomous. focus on plan to completion Session 8: 7 slides 2 Moderate developmental levels High developmental levels . explorative. brainstorming Shared perceptions. negotiated action plans ND. few ways of responding.
” Change from one state to another.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. 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 Session 8: 7 slides 3 .
” “ought to.” “could. commitment to improvement “can.” “should. 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 4 Session 8: 7 slides . create resistance “must.” “need” Informational Environment Expand individual choice Promote autonomy.Why developmental supervision? Controlling Environment Restrict individual choice Gain compliance.” “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.
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.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. peers. coaches Session 8: 7 slides 5 .
70% could use ND Implication? Practice ND If not sure. Introduce ss to new information about students & learning. 100% could use C. innovative teaching strategies.How developmental supervision? (ii) Phase 2: Apply the chosen approach 93% could use DI. prepare C Shift gears: up to ND. 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 Session 8: 7 slides 6 . or down to DI/DC Phase 3: Foster teacher development Simply matching ss can promote s development In addition.
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 Session 8: 7 slides 7 .