SuperVision for

Successful Schools
R. Martin Reardon’s summary of
Chapter 1
Glickman, C. D., Gordon, S. P. &
Ross-Gordon, J. M. (2009), 3-12
Three schools…
 Finnie Tyler High School
 1200 students; low/middle class; urban
 Students seem happy & uninhibited
 Teachers joke with students; easy social environment in faculty
lounge
 Friday afternoon “Pizza Council”
 Most teaching lecture-style; some variation
 Same textbooks for subject; freedom to choose teaching style
 Classes seldom start on time; students achievement not up to
potential
 “We have ideal situation. I wouldn’t want to teach anyplace else.”
 How common is this scenario?

Session 2: 7 slides 2
Second of three schools
 Germando Elementary
 600 students; wealthy; suburban
 Students quiet but restless; desks all in rows
 Teachers don’t use faculty lounge
 Teaching all “from the front”
 Not only same textbooks; everyone teaching from same page
 Principal hands down entire curriculum; requires weekly lesson plans;
frequent classroom visits (every 2 weeks)
 “Teaching is a job.” “Principal’s rules are to be followed.”
 Resistance is futile—forced resignation of dissenter
 How common is this scenario?
 To what extent are the differences between Finnie Tyler &
Germando a product of the different levels (high v elementary), and
the context (middle v upper)?

Session 2: 7 slides 3
Effective Instructional Supervision?
 Progress Middle School
 Classsroom environments work oriented; warm; supportive
 Teachers in lounge involved in discussion of interdisciplinary teaching unit;
brainstorming alternative teaching & assessment strategies, and how these
relate to unit theme
 Quite a range of teaching styles; students engaged in active learning
 School Leadership Council (teachers) considering action research proposals
from faculty liaison groups: to improve teaching & learning
 Germando: Conventional
 Finnie Tyler: Congenial
 Progress: Collegial
 Driven by covenant of learning—mission, vision, goals
 Charter for schoolwide democratic decision-making
 Critical study process for informing decisions
 TPS: How would you classify your school?

Session 2: 7 slides 4
A New Paradigm
 A shift away from conventional & congenial to collegial
supervision
 Collegial, not hierarchical
 Supervision as the province of teachers & S
 Focus on teacher growth, not compliance
 Focus on teacher collaboration in instructional improvement
 Focus on teacher reflective inquiry
 VCU SOE Conceptual Schema
 “Teacher as Reflective Practitioner”
 Old Paradigm: Control
 Ingersoll (2003): the flight from education of both new and
experienced educators is due to the external control of teachers’
work lives

Session 2: 7 slides 5
Metaphor for Success

Supervision = Leadership for the improvement of instruction

Session 2: 7 slides 6
Conceptual Schema
Prerequisites Function Tasks Unification Product

Direct Assistance

Part II: Knowledge

Group
Development
Organizational Goals

Improved Student

Part VI
Part V
Part III: Interpersonal Skills SuperVision Professional Learning
As Development
Developmental

Teacher Needs

Curriculum
13: Assessing & Planning Development

14:
Part IV: Technical Skills Observing
15: Research & Action Research
Evaluation

Session 2: 7 slides 7