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Supervision for Instructional Improvement 1 Running head: SUPERVISION FOR INSTRUCTIONAL IMPROVEMENT Supervision for Instructional Improvement Scott C. Hellman Grand Canyon University EDA 550 December 16, 2009 Supervision for Instructional Improvement 2 Supervision for Instructional Improvement Introduction This paper will analyze tasks of supervision though the following four elements: direct assistance, group development, professional development and curriculum development. The paper will also explain why it is necessary for instructional improvement, how it can be done effectively, and what issues may arise with each task. “For those educators whose role responsibilities include teacher supervision, there is a need to understand this person-oriented process in a setting emphasizing empowerment, needs satisfaction and role effectiveness” (Treslan, 2008, p.1) Direct Assistance “Direct assistance is the provision of personal, ongoing contact with the individual teacher to observe and assist in classroom instruction” (Glickman, 2010, p.10). Administrators can make directive assistance effective by providing a clear focus (vision) on what the directions of the school are and have school-wide goals established. These goals can be met by providing professional development that would meet the needs of the school and the teachers. The IOP Institute of Physics (2009) describes as the following: Continuous Professional Development in the systematic maintenance, improvement and boarding of knowledge and skill, and the development of personal qualities necessary for the execution of professional and technical duties throughout your working life. Put more simply, it is a life-long learning approach to planning, managing and benefiting from your own development (p.1). Administrators can also provide assistance by communicating effectively through classroom observations and providing feedback that would assist the teachers in enhancing student learning. Supervision for Instructional Improvement 3 An administrator could provide new teachers with a mentor to help them get oriented into their classrooms, the school wide goals, and the vision of the school. The administrator could then provide feedback to assist the new teacher. Feedback from the mentor teacher is also another way to assist the new teacher. Group Development “Group development is the gathering together of teachers to make decisions on mutual instructional concerns” (Glickman, 2010, p. 11). It is a skillful leader that can help a group run efficiently, and effectively. A leader also needs to beware of what makes a successful group; they need to have a clear view of the elements that help with its success. They must have procedures in place for group decision-making, and be able to deal with any problems that my arrive. “Unfortunately, since being part of a group is such an everyday occurrence in professional, personal, and social life, we seldom stop to think about what makes some groups work well and others fail. It is unrealistic for the leader of a new group to expect the group to proceed naturally in a professional manner.” (Glickman, 2010, p. 308) Personalities of teachers can be different in a group as well as their methods of teaching in the classroom. When a number of teachers are grouped together, it is very unlikely that everyone within the group will work well with each other. Professional Development “Professional development includes the learning opportunities for faculty provided or supported by the school and school system” (Glickman, 2010, p. 11). A supervisor can effectively help teachers grow by giving those teacher tools through Professional Development Plans (PDP) to help teach more effectively and efficiently for the benefit of student advancement. PDP’s can be constructed to work for individuals or groups of people depending on the need of Supervision for Instructional Improvement 4 the situation. It is imperative that PDPs should be directly related to the vision of the school and they should be purposeful in nature. Glickman, Gordon, and Ross-Gordon (2010) continue by stating “ virtually any experience that elaborates a teacher’s knowledge, appreciation, skill, and understandings of his or her own work falls under the domain of professional development” (pg. 335). However there are many challenges in supervision that administrators face with professional development. Treslan (2008) explains: “The supervisory challenge lies in adopting an appropriate supervisory approach that can be embraced by teachers, viewed as collaborative, and considered to contribute to professional development” (p. 2). Teachers need to part of the professional development choices that are decided for a school district. By having ownership of the choices of professional development, the teachers are receiving the necessary tools that are needed in the classroom instead of professional development that teachers do not need. If schools provide training that teachers do not need or does not see the point, or does not fit into the teaching style of the teacher, the teacher will not use the training in the classroom. Curriculum Development “Curriculum development is the revision and modification of the content, plans, and materials of classroom instruction” (Glickman, 2010, p.11). It is really important that teachers participate in the development of the school’s curriculum. First of all, when all the teachers in a particular department work together on a curriculum, then everyone involved with it has ownership of how and what is taught in each classroom. By having this, all classes that are the same but taught by different teachers will be teaching the same information, same performance assessments and exams. This will make each classroom valid. Second, everyone in a department will have the understanding of why certain concepts are taught in particular classes and at certain Supervision for Instructional Improvement 5 levels. For example, lower level science classes have to have certain content before going to higher-level classes. The Canadian encyclopedia (2009) quotes, The primary focus of a curriculum is on what is on what is to be taught and when, leaving to the teaching profession decisions as to how this should be done. In practice, however, there is no clear distinction between curriculum content and methodology – how a topic is taught often determines what is being taught (p.1). Administrators can effectively implement Curriculum Development by getting all teachers in each department involved in the development or the revising of a given curriculum. All teachers from all grades needs to be involved in the development of alike curriculum, as well as teachers that would teach similar concepts. The Canadian encyclopedia (2009) states, Many attempts to change education be revising the authorized curriculum have not been successful – mandated innovations are not always implemented extensively or effectively in classrooms. In fact, because of widespread reliance on textbooks as a basic teaching resource, textbooks often constitute the de facto content of the curriculum, thus giving publishers a powerful role in curriculum development (p.1) Conclusion In conclusion, the tasks of instructional improvement definitely plays role to implement improvement in the classroom. All four tasks are completely different entities, but are all needed to provide instructional improvement in any given school district. Administrators needs to understand the needs of the school and teachers to provide the necessary tools to be able support the vision of the school and the needs of the teachers to enhance student learning. Supervision for Instructional Improvement 6 References Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010). Supervision and Instructional Leadership: A Developmental Approach, 8th ed. Boston: Allyn & Bacon IOP Institute of Physics. (2009). Professional Development. Retrieved Nov. 25, 2009 from http:www.iop.org/activity/cpd/About_us/page_10517.html The Canadian Encyclopedia. (2009). Curriculum Development. Retrieved December 16, 2009 from www.thecanadianencyclopedia.com. Treslan, D.L. (2008). Educational Supervision in a “Transformed” School Organization” Retrieved December 16, 2009, from www.mun.ca/educ/faculty/mwatch/Treslan.pdf.
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