Dr. Mary Ellen Normandin´s course

SUPERVISION AND INSTRUCTIONAL LEADERSHIP
Learning is a treasure that will follow its owner everywhere.
- Chinese Proverb

This book provides insightful and hands-on material for the prospective educational administrator. The book will challenge the reader to lead with vision, dismissing perceptions of old of the autocratic supervisor. Instead, the reader with an open mind will be inspired to lead with conviction, incorporating the ideal of collaborating with fellow professionals to improve student learning through improved instruction and assessment. With its end-of-the-chapter practicioner reflection and varied exercises, this text provides a personal and practical mean by which the reader will be able to relate, reflect and practice thier newfound ideas and perceptions for school leadership.


Books alone, however well written, or richly stored with facts, cannot teach all that is necessary to be known about the subject; they can only act as a guide. We must examine the work of the past, and note down errors of practice that have led to failures for rectification; so as to go forward with additional experience and a firm resolve to merit success in the new year.-

T. W. Saunders, 1887

Paraphrasing our instructor Dr. Mary Ellen Normandin

The course is an overview of what SuperVision proposes as a developmental approach to supervision and administration to better our schools. A "one size fits all" administrative approach to running a school has proven ineffective - this book helps supervisors tailor their approach to each individual staff member for effective administration. With effective supervision of instruction our staff and schools can grow and reach their goal of improving student outcomes.

From Glickman´s SuperVision approach:
Directive Informational Behaviors
Presenting: Identify the goal.
Clarifying: Ask the teacher for input into the goal.
Listening: Attend carefully to understand the teacher’s point of view.
Problem Solving: Mentally determine possible actions.
Directing: Provide alternatives for the teacher to consider.

Directive Informational Behaviors
Listening: Ask the teacher for input into alternatives.
Directing: Frame the final choice.
Clarifying: Ask the teacher to choose.
Standardizing: Detail the actions to be taken.
Reinforcing: Repeat and suggest follow-up on the plan.


Comparing Directive Control with Directive Informational
Directive Control Statements:
It is essential that you…
One of my expectations is that you…
You need to…
You must…
You will be required to…
I will…


Comparing Directive Control with Directive Informational
Directive Informational Statements:
I suggest…
One alternative is…
You could…
In my own teaching, I’ve found that…
Which alternative do you wish to try?
I would be willing to…

Issues in the Directive Informational Approach
Confidence
Credibility

What if the teacher refuses to make a choice?
When to Use Directive Informational Behaviors
When the teacher or group is functioning at fairly low developmental levels
When the teacher or group does not possess the knowledge about an issue that the supervisor does
When the teacher or group feels confused, inexperienced, or at a loss for what to do, and the supervisor knows of successful practices


When to Use Directive Informational Behaviors
When the supervisor is willing to take responsibility for what the teacher or group chooses to try
When the teacher or group believes that the supervisor is credible
When time is short, the constraints are clear, and quick, concrete actions are needed

Critical Reflection on Directive Informational Supervision
Is my interaction with the teacher or group truly informational rather than controlling, both in terms of technical language I use and the overall environment I create?
Is the teacher or group provided alternate actions to consider that are clearly defined but also provide meaningful choices?
Is the directive informational approach resulting in any unanticipated consequences?
Is the directive informational approach working well with this teacher or group? Would another approach work better?

Practitioner Reflection:
The Lesson Plan
How does the author feel about her principal visiting her classroom?
What is the teacher struggling with?
Why does the supervisor use a directive informational approach with the teacher?

Here you´ll find the 22 chapters of Glickman´s & Gordon´s SuperVision guide in the format of PPT presentations. Follow the link and download the presentations.
http://wps.ablongman.com/ab_bacon_edadmin_1/0,6183,1582991-,00.html