DEVELOPMENTA

L SUPERVISON
REPORTER:
NORA LYNN AMOR
MAHINAY
MAED-AS THEIA
 DEVELOPMENTAL SUPERVISION

Focuses on the match of initial

supervisory approach with the teacher
or group’s developmental levels,
expertise and commitment.
Defines as leadership for the improvement
of instruction viewed as a function and a process
rather than a role or position.
DEVELOPMENTAL SUPERVISION
UNDERLYING PROPOSITIONS
Teachers operate at different levels of
professional development since they have
Avaried personal backgrounds and experiences.

Teachers operate differing levels of thought,

Bability and effectiveness thus they need to be
supervised in different ways.
 UNDERLYING PROPOSITIONS

The long-range goal of supervision

should be to increase every teacher’s
C
ability to grow toward higher stages of
thought.
 3 TYPES OF ASSISTANCE
1 2 3
DIRECTIVE COLLABORATIVE NONDIRECTIVE
Both instructional Allows the teacher to
High supervision be in control
leader and teacher
responsibility
are working as a
Teachers with low team Teachers who think
conceptual thinking, Teachers with moderate abstractly and
expertise, and level of abstract demonstrate high
commitment thinking, expertise and expertise and commitment
commitment
THANK YOU!