brief history of supervision.ppt

8/14/2019 Brief History of Supervision.ppt

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A BRIEF HISTORY OF SUPERVISION

BY NR


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Early Concepts Inspector

General management, direction, control, and

oversight (Grumet, 1979). Up until the 1850s, the concept of supervision was

focused on maintaining instructional standards andnot necessarily improving upon them.


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American Schooling in the 1800s One room schoolhouse

Young and poorly educated

Hired and evaluated by local authority Principal Teacher

Beginning of administrative hierarchy


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The Growth of the American

System of Education Industrial Revolution

Immigration

Need to Americanize Need to organize schools in large cities

Central administration

The beginnings of bureaucracy

Superintendents supervisors in charge


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Supervision:

the efficient oversight of schools Teachers were held responsible for their

work in the classroom

Supervisor was considered the expert inspector

Supervision based on intuition

Teachers were considered either efficient or

inefficient

weed out the weak


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Early 20th Century

Special Supervisor

Chosen by the building leader to assist inexperienced

teachers Assist with content mastery

No formal training

Assisted in the practical curriculum

Less threatening

Typically female


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Early 20th Century

General Supervisor

Dealt with more general subjects (I.e., math, science)

Assist in the general administration of the school

Vice-Principal; Assistant Principal

Were more threatening because they could evaluateinstruction

Typically male

snoopervisors


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Eventually, General Supervisors became the

most prevalent position in the schools after

1920. Gender bias and the division of labor seen as the

direct cause of the elimination of Special

Supervisors

REFLECT Does Gender affect the role and function of a

supervisor today? If so, how and why? In general, do

you think if we had Special Supervisors today, the

ability to improve instruction in the schools would be

facilitated?

Source: Susan Sullivan and Jeffrey Glanz, Supervision

That Improves Teaching: Strategies and Techniques.


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Efficiency The Principles of Scientific Management, Frederick W.

Taylor, 1911. efficiency became the watchword

Theory X

F. Bobbitt brought these ideas to the public school arena

First time a model from business was applied to the schools Helped to entrench scientific and bureaucratic methods of

supervision in the public schools

school as factory was born

supervision became synonymous with teacher rating (Sullivan &

Glanz, 2000, pg. 14).

James Hosic of Teachers College was directly opposed to

Bobbitts ideas.

Do business practices effect schools today? Is this good or bad?


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Democratic Supervision Movement opposing autocratic supervisory methods

began in the 1920s

Democratic Supervision

- Implied that teachers, administrators, curriculum

- specialists and supervisors would come togethercollaboratively to improve instruction

- Influenced by Dewey and Hosic

- Jesse Newlon

First to promote participatory school management andsupervision

Teachers are to be considered fellow workers Theory Y


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Scientific Supervision Throughout the 1930s, 40s and 50s

- supervision involves improving instruction based onclassroom observation (Sullivan & Glanz, 2000, pg.

17).

A.S. Barr

- Supervisors must be well versed in the science ofinstructing pupils and the science of instructingteachers

- Must know how teachers learn to teach- Have the ability to teach teachers how to teach

- And must be able to evaluate teachers


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Leadership Democratic supervision in the 1960s evolved into

supervision as leadership Supervision is to provide leadership in 5 ways:

Developing mutually acceptable goals

Extending cooperative and democratic methods ofsupervision

Improving classroom instruction

Promoting research into educational problems

Promoting professional leadership (Sullivan &Glanz, 2000


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The Ambiguity of Supervision

The 1970s brought on an uncertainty in the role of thesupervisor

The emergence of Clinical Supervision

- Teaching could be improved by a formal process of

collaboration between the teacher and supervisor(Sullivan & Glanz, 2000, pg. 19).

Goldhammer

Cogan

Did not gain wide approval or acceptance

Very labor intensive and time consuming


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Supervision and Change

Since the 1980s bureaucratic methods continue to becriticized and other models proposed

Developmental Supervision

Situational leadership

Transformational leadership

Supervisor as change agents

Teacher Empowerment

SDM Shared Decision Making teacher as leader

Peer Supervision

Cognitive coaching


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Supervision = Instructional Leadership

Glickman- The term supervision is distasteful

- Instructional Leader

Risk-taking practitioners who value collegiality

Sergiovanni

- Professional and moral

- ethic of caring

A community committed to student growth


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Do vestiges of the bureaucraticinspectional supervisory approaches stillremain in your school district?

How so? How would you characterizeyour school districts supervisoryapproach?

Source: Susan Sullivan and Jeffrey Glanz, SupervisionThat Improves Teaching: Strategies


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Our Dilemma

The function of a supervisor as an evaluatorof instruction is rooted in the bureaucratic

inspectional-type supervision.The function of the supervisor as one who

attempts to assist in the improvement of

instruction is rooted indemocratic practices.


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As a result

Supervisors or people concerned withsupervision, however, have faced a basic roleconflict; namely, the unresolved dilemma

between the necessity to evaluate(a bureaucratic function) and the desire togenuinely assist teachers in the instructionalprocess (a democratic and professionalgoal). (Sullivan & Glanz, 2000, pg. 22)


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Mankind likes to think in terms of extremeopposites. It is given to formulating its beliefs in

terms of Either-Ors, between which it recognizes nointermediate possibilities.

When forced to recognize that the extremes cannot

be acted upon, it is still inclined to hold that they areall right in theory but that when it comes to practicalmatters, circumstances compel us to compromise.Educational Philosophy is no exception.

From Traditional vs. Progressive Education a lecturegiven to Kappa Delta Pi in 1938 by John Dewey, Ph.D.


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What is Supervision?

For our purposes it will be formally defined as:Supervision is the process of engaging teachers ininstructional dialogue for the purpose ofimproving teaching and increasing student

achievement (Sullivan & Glanz, 2000, pg. 24).

Simply put:

It is the process of improving instruction in orderto facilitate student learning.

brief history of supervision.ppt

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