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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.