Personal Philosophy of Supervision
Grand Canyon University
February 4, 2015
Personal Philosophy of Supervision
My beliefs as a leader about the educational process would be to acquire knowledge of how an effective school is run. Also I would need to factor the effective teaching that goes with the school’s goal of instructional improvement. “Educational philosophies relate to an individual’s belief system and to a corresponding method of supervision”(Goldhammer, R., 1969). I believe that leadership should push teachers for professional growth. When a teacher is achieving professional growth, leaders will be able to determine whether to guide, ...view middle of the document...
By them not paying attention and using these skills, the teacher and other staff pay the price of being involved in a school environment that lacks teamwork and cohesiveness. Leaders who do not utilize their the ability to use their interpersonal skills tend to produce an unstable environment and an atmosphere of mistrust and uncertainty. “Once trust erodes and openness disappears, the leader becomes ineffective and so does the organization” (Goldhammer, R., 1969). “The highest form of discipline is the willing obedience of subordinates who trust their leaders, understand and believe in the mission’s purpose, value the team and their place in it, and have the will to see the mission through” (Goldhammer, R., 1969). When a supervisor/leader communicates with teachers, listens, clarifies, and continues to motivate a teacher to speak on the concerns they have, “the supervisor’s role as a “prober” or “sounding board” for the teacher to make their own decision” (Glickman et al. 2014).
When working with a collaborative approach in regards to a supervisory practice, I see this as my platform. The collaborative approach has both the teacher and supervisor/ leader sharing ideas and information about practices that can possibly be infused in the “ mutual “ plan. What I am intrigued about with the collaborative approach to making final decisions for instructional improvement is the fact that the supervisor/ leader and the teacher are working very close and using interpersonal skills to stay on track to coming up with a plan.
Some examples of collaboration are for supervisors/ leaders making every possible effort to attend grade level meetings with teachers to show the involvement is present. Many times supervisors/ leaders are too busy to sit down and discuss the state of the students. In the collaborative approach, it is possible to ensure the two are working together. Another one is for supervisors/ leaders to encourage teachers to give feedback of some kind after meetings so supervisors/ leaders can look back and see what was positive, and what was negative. A supervisor/ leader should always listen to their staff and take criticism that will allow for adjusting. One more that I feel to be important and that is supervisors/ leaders give a rationale justification for teachers by sharing with them objectives and goals to be established. In order for collaboration to work, both parties must be willing to stand side by side and achieve together. The necessary skills of a supervisor/ leader are best identified through a self-assessment. In the text reading (Glickman, et al. 2014), many times supervisors / leaders use a test to compare what they think of themselves and what teachers perceive of them. The self- assessment outlines the various responsibilities and duties that a leader should possess. “The high achieving administrator seeks to continuously improve their performance” (Kelly, C. M. (2002). The performance of the administrator...