School Teaching and Supervision Essay
School Teaching and Supervision
My beliefs are supervisors are in a school to be leaders and raise the bar for the school, teachers, students, and community. Supervisors are there to continually drive the school mission and vision statements. My beliefs as a future supervisor most closely follow the philosophy of essentialism. Furthermore, “Teacher supervision is a formative process that focuses primarily on improving instruction”.(L. Kalule, Y. Bouchamma pg.89) This is mostly based on how I was raised and the beliefs instilled into me as a child, young adult, and adult. I was born and raised in rural Wyoming and grew up in an agriculture lifestyle. The idea of sleeping in or taken the day off was not an option. At the age of 9 my summer days where spent in the hayfields from sun up to sun down. Whether it was harrowing fields or stacking hay bales, life for a young man on a dairy farm was always on the go. When the haying season was finally done, there where many other jobs that needed to be attended to before school started again in the fall. There where chicken coops to be cleaned, fence to be fixed, and cows to be milked twice a day.
As far as how one learned how to due all chores, it was usually taught by and older brother, father, or grandpa. In most cases I was shown how to due the task once and reprimanded if it was not up to their expectations. As I grew older self-taught was the way of learning. This allowed one to gain independence and be able to pass their beliefs onto others. In essence teach the younger generation how to do the daily task on the farm. As an instructional supervisor we are there to show improvement within the school each and every year. In todays classroom data is a driven force. Students and teachers can be shown where a student scored the year before and see ones growth from year to year in every area tested. If scores have not raised then a matter needs to be addressed. This is the job of an instructional supervisor.
Supervise teachers within their schools and give them feedback on o their instructional development. Each teacher is a person, and every teacher comes in with unique experiences, gifts, and considerations. Being able to recognize and direct teachers in the correct path is vital to being a good supervisor. Teachers need to be supervised on a daily basis. Whether it is an evaluation, walk through, or just a check in, this will hold the accountability bar high for everyone. This will also allow the supervisor the chance to get to know the teachers within the school. The supervisor will learn the strengths and weaknesses of the classroom teacher, where they are at with the curriculum, and help all parties when having to deal with any discipline issues within the classroom. As a supervisor I believe one must be a master of the skills and knowledge needed to lead a school.
Studies go on to say that, “study suggested that the trainees acquired a significant amount of the knowledge and skills that are essential”.(S. Eva, O. Marie-Louise, B. Boalt pg 381) Experience will come with the territory and learning from past events will be vital in the future. A supervisor must come to work each an every day with the attitude that today is going to be a great day. This will warm up the school environment and rub off on to other staff members as relationships are made over time. This will also help in making on the spot decisions when they arise. A supervise must posses their own personal values and let their staff be aware of these values. This may be the foundation a relationship is built on, or directed to when discrepancies arise. As a future supervisor I will need to listen to the wants and needs of the teachers in my school and give each and every teacher the support they need to be successful.
This is based on the research that says, “Revealing needs makes one vulnerable and in a professional context is accompanied by the risk of appearing other than competent”. Teachers are busy from early morning to late afternoon just being the classroom. Many times they due not have the time to get what they need to keep their classes up to speed. This is where a supervisor needs to be present and help with the wants of the teachers. Teachers, especially newbies, will be looking for support from all different angles when they begin their new career. The first few years are very trying for new teachers and they will be looking for all the support they can get, and someone to bounce ideas off also. By meeting the teacher’s wants and giving them the correct support, positive relationships will be built. These relationships need to be professional and stay this way as long as the two work and get paychecks from the same place. Crossing the line into being personal friends can definitely backfire down the road.
It is best practice to stay professional and avoid any chance a backlash from personal relationships. Supervisors need to be visible throughout the school day. Supervisor should be the first and last one to leave the building on a regular school day. During the school day supervisors need to be visible as much as possible. This helps in getting to know how the school is ran, it will hold everyone accountable, and you will get to know who the teachers and students are and what are their strengths and weakness from these little visits in the hallways or in the classrooms. Since 2001, when I began my teaching career, there have been so many changes from the classroom to the job of a supervisor. Currently I feel that supervisors are doing a much better job then 13yrs ago when I began. Discipline needs to be changed in how supervisors can handle troubled students. Supervisor’s hands are tied when it comes to disciplining “little Johnny”. If they feel suspension in imminent, then it should be the final say. Superintendent need to support their decision, just as a supervisor supports his teachers decision in the classroom.
Beswick, K. (February, 1 2014, February 1, 2014). What teachers’ want: Identifying mathematics teachers’ professionallearning needs. Montana Mathematics Enthusiast, 11, 83. Retrieved from http://eds.a.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=3054e2ae-6049-4e8c-8f8e-fb37b0f2f947%40sessionmgr4004&vid=4&hid=4111 Eva, S. C., MarieLouise, O., & Boalt, B. S. (2008). Supervisor trainees’ and their supervisors’perceptions of attainment of knowledge and skills:An empirical evaluation of a psychotherapysupervisor training programme. Retrieved from http://eds.a.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=3054e2ae-6049-4e8c-8f8e-fb37b0f2f947%40sessionmgr4004&vid=8&hid=4111 Kalule, L., & Bouchamma, Y. (2013). Supervisors’ Perception ofInstructional Supervision. Retrieved from http://eds.a.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid