Supervisor Guidelines 2019-2020 PDF

GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020) ❽ Roles & Models of Supervision Roles of Supervision No doubt, the role played by the technical supervision is increasingly elevated day by day, in order to cope with the speedy progress and fast going up developments of educa...

GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020) ❽ Roles & Models of Supervision Roles of Supervision No doubt, the role played by the technical supervision is increasingly elevated day by day, in order to cope with the speedy progress and fast going up developments of educational objectives, construction, curricula and the upgrading of the professional standards of everyone concerned. The Technical Supervisor’s Personal and Professional Characteristics. He / She should be:  of good conduct, resourceful, flexible, straightforward, objective, fair, and adherent to the values, traditions, customs and ethics of the society.  psychologically balanced  self-confident  fluent, cultured, fair and well versed in the art of teaching and supervision  well aware of modern trends in teaching and supervising,  Knowledgeable in his/her major field work.  well aware of the school curricula, their objectives, and the most recent teaching methodology adopted and aware of other subjects as well.  able to conduct events and report them.  co-operative, impartial, democratic and able to make the right decision at the right time.  able to encourage teachers to be creative and innovative.  able to enhance self-learning, self-enrichment and self-education. The Technical Supervisor as A Leader Is to; (Innovate & Develop): This Role Entitles Him/ Her to: - Be fully aware of the most recent technology and its applications. - Develop and upgrade teachers’ performance. - Be capable of developing and updating curricula. - Experiment recently adopted educational methods and pursue their results. - Design creative programmes to cater for the needs of high and low achievers. The Technical Supervisor as A Trainer. This Role Entitles Him/ Her to: - Properly classify and diagnose the training needs of teachers. - Discretely plan the needed training courses and assess them. - Hold specific training courses for needy teachers and recruits. - Train teachers to use modern educational technology. The Technical Supervisor as an Evaluator. This Role Entitles Him/ Her to: - assess the curriculum in terms of its components including textbooks and participate in authoring and modification committees. - objectively evaluate teachers’ performance. - help teachers to assess learners using different assessment techniques. - evaluate school performance to improve it. Table of Contents 46 GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020) - participate in area-wide and state-wide examinations. The Technical Supervisor as a Researcher. This Role Entitles Him/ Her to: - pinpoint the educational problems and think of relevant solutions to each. - provide teachers with concise summaries of researches on their field of work. - conduct researches related to field problems and encourage teachers to do so. The Technical Supervisor as a Coordinator and a Motivator. This Role Entitles Him/ Her to: - take the initiative in solving problems among the staff and the school administration. - boost teachers’ morale and alleviate the feelings of job dissatisfaction. - build up balanced relationships with the teachers. - facilitate communication channels between the parts of educational process. - Encourage teachers to work co-operatively. The Relationship between the Technical Supervisor and School Administration: - The technical supervisor represents the link between the school administration and the educational zone, being the technical element in the educational process. - He / She offers recommendations concerning the distribution of school timetable based on each teacher’s competence and experience. - He / she reports about teachers’ performance to the principal. - He / She receives the necessary data from the school administration. - He / She takes part in planning and evaluating the school activities and competitions The Relationship between the Technical Supervisor and the Senior Technical Supervisor: He/ She: - submits a comprehensive periodical plan of the tasks and activities to be achieved. - suggests and participates in training courses for teachers according to their needs. - prepares reports about periodical test results with his/her remarks. - submits reports about the underachieving teachers to the senior supervisor. - suggests transfer of teachers among schools. - submits his / her achievements biweekly to the senior supervisor. The Relationship between the Technical Supervisor and His/ Her Colleagues and Educational Administrations: He / She: - develops and strengthens human relations with his/her colleagues by cooperating and coordinating with them in different tasks, activities and educational projects. - is keen on attending meetings, seminars, and occasions as planned by his/ her seniors. The Technical Supervisor’s Field Rounds First: The orientation round. Second: The instructive round. Third: The instructive evaluation round. Table of Contents 47 GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020) First: The Orientation Round 1) During this round, priority of visits is given to new schools, schools with new administrations, schools with new teachers, schools without a HOD or schools with newly appointed HODs. 2) The technical supervisor provides his / her schools with necessary circulars. 3) He / She takes notes of teachers’ data and introduces him/herself to the staff. 4) He / She gives his/her recommendations as to the teachers’ timetables. 5) He / She holds a meeting to discuss new and urgent educational issues like 6) changes in the teaching plan, distribution of the syllabus, new textbooks…etc. 7) He / She investigates the availability of textbooks, school utilities, teaching aids and teaching resources. 8) He / She records his/ her notes into official registers. Second: The Instructive Round 1) During this round, priority is given to the schools that need more visits based on the orientation round observations. 2) The technical supervisor pays visits to some classes then holds a meeting to discuss:  the goals of the school subject, the means to achieve them and the most suitable activities.  teaching aids and how to use them effectively.  tools of assessing learners’ performance.  the newly adopted trends in teaching and how to apply them.  the newly applied curricula and modifications if any.  field problems and how to deal with them.  school competitions and field trips. The technical supervisor records the minutes of his/her meeting into the supervision register. Third: The Instructive Evaluation Round 1) During this round all teachers are paid visits. A variety of classes and objectives are to be considered. Teachers are given feedback about their performance and necessary recommendations are recorded into official registers. 2) The technical supervisor frequently holds meetings with teachers of identical grades to discuss specific issues that matter to their classes only. 3) He / She checks HODs’registers, and puts his/her remarks clearly into the supervision record. 4) He / She informs the school principal about teachers’ performance, pupils’ achievement, and his/her suggestions for improvement. Models of Supervision: Gebhard (1984) devised five models of language teacher supervision. These models are direct supervision; alternative supervision, non-directive supervision, collaborative supervision and creative supervision. 1. Directive Supervision In directive supervision the role of the supervisor is to direct and inform the teacher, model-teaching behaviours and evaluate the teacher's mastery of defined behaviours. Directive supervision behaviours are divided into two major sections. (A) Directive informational behaviours. (B) Directive control behaviours. A. Directive Informational Behaviours:  Acts as information source for the goal and activities of the improvement plan, considers teacher feedback.  Provides a range of alternatives for the teacher to choose one. Table of Contents 48 GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020)  Determines a clear classroom goal for the teacher and directs the teacher to those activities that will lead to the realization of the goal.  Addresses the what, when, and how of implementing the activities, sets criteria for improvement and reinforces the understanding of what is to be done. Directive Informational Continuum of Behaviours Presenting Clarifying Listening Problem Solving Directing Identify the goal. / Review your observation and previous experience and present the goal. Ask the teacher for inputs into the goal. / Be careful not to move too quickly into a planning phase until you check to see what the teacher thinks of your interpretation and goal. Understand the teacher’s point of view. / Listen to determine if the teacher accepts the goal as an important one or if he/ she needs to provide further explanation. Mentally determine possible actions/alternative actions or suggestions. Telling alternatives for teachers to consider. / Give alternative actions as possibilities, based on his/her experience and knowledge, for the teacher to judge, consider, and respond. Ask the teacher for inputs into the alternatives. / Ask the teacher to react to the alternatives. / The Listening teacher has the chance to give the supervisor information to modify, eliminate, and revise before finalizing the choices. Directing Frame the final choices. In a straightforward manner lay out what the teacher could do. Ask the teacher to choose. / Ask the teacher to decide and clarify which activities or combinations Clarifying he/she will use. Detail the action to be taken. / Assist the teacher in developing the specifics of the activities and the Standardizing criteria for success. Reinforcing Repeat and follow up on the plan. / Conclude the conference by restating the goal, the activities to be taken, the criteria for success, and follow-up time for the next observation and/or conference. Issues in Directive Informational Behaviours  Issues of confidence and credibility are crucial.  The supervisor must be confident that his / her own knowledge and experience are superior to and different from those of the teacher.  The teacher must believe that the supervisor possesses a source of wisdom that he /she does not have.  The teacher exercises some control in choosing which practices to use. When to Use Directive Informational Behaviours  When the teacher is functioning at fairly low developmental levels.  When the teacher does not possess the knowledge about the issue that the supervisor clearly possesses.  When the teacher feels confused, inexperienced, or is at a loss for what to do, and the supervisor knows the successful practices.  When the supervisor is willing to take responsibility for what the teacher chooses to try.  When the teacher believes that the supervisor is credible.  When the time is short, the constraints are clear, and quick, concrete actions needed to be taken. B. Directive Control Behaviours  They are based on the assumption that the supervisor has greater knowledge and expertise about the issue at hand. Table of Contents 49 GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020)      The supervisor knows better than the teacher what needs to be done to improve instruction. The supervisor initially identifies the problem by gathering information from his own observations. The supervisor then discusses this information with the teacher. The supervisor later tells the teacher what to do and provides an explanation of why. The supervisor later reviews the proposed action and reiterates his expectations for the teacher. Directive Control Continuum of Behaviours Presenting Clarifying Listening Problem Solving Directing Clarifying Standardizing a) Identify the problem. / Make observations and gather information from other sources. b) Ask the teacher for input into the problem. / Gather direct information from the teacher. / Use the teacher in an advisory capacity. c) Understand the teacher’s point of view. / Attend carefully to what the teacher says. d) Mentally determine the best solution / Process the information and think about an appropriate action. e) Tell expectations to the teacher. / Tell the teacher in a matter- of-fact way what needs to be done. / Make statements based on your position, credibility and authority. f) Ask the teacher for input into the expectations. / Find out the possible difficulties associated with the directive from the teacher. g) Detail and modify expectations. / Build the necessary assistance, resources, time lines, and criteria for expected success. h) Repeat and follow up on expectations. / Review the entire plan and establish times for Reinforcing checking on progress./ Close the meeting by making sure the teacher clearly understands the plan. 50 Issues in Directive Control Behaviours  Power and authority, respect, expertise, line and staff relationships.  Tell the teacher exactly and honestly what is to be done.  Write word-for word the critical statement.  Supervisor is convinced of practices that will improve instruction.  Supervisor is willing to assume full responsibility for the decision.  Measure of last resort when an immediate decision is needed.  In an emergency, a supervisor, whether ultimately right or wrong, must be directive. When to Use Directive Control Behaviours  When teachers are functioning at a very low developmental level.  When the teachers do not have awareness, knowledge, or inclination to act on an issue that a supervisor, who has organizational authority, thinks to be of critical importance to the students, the teachers, or the community.  When teachers will have no involvement and the supervisor will be involved in carrying out the decision.  When the supervisor is committed to resolving the issue and the teachers are not.  In an emergency, when the supervisor does not have time to meet with teachers. 2. Alternative Supervision There is a way to direct teachers without prescribing what they should do. This way is through a model called alternative supervision. In this model, the supervisor's role is to suggest a variety of alternatives to what the teacher has done in the classroom. Table of Contents GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020) Having a limited number of choices can reduce teachers' anxiety over deciding what to do next, and yet it still gives them the responsibility for decision making. It is pointed out that alternative supervision works best when the supervisor does not favour any alternative and is not judgmental. The purpose of offering alternatives is to widen the scope of what a teacher will consider doing. 3. Non-Directive Supervision In a nondirective supervisory approach, the teacher has the freedom to express and clarify his/her ideas, and a feeling of support and trust grows between the supervisor and the teacher. Nondirective supervision, however, can also have a different result. It may make the teachers feel anxious and alienated. One reason for anxiety may be due to the inexperience of the teacher. The way the supervisor understands nondirective supervision could also cause the teacher’s anxiety. Perhaps the supervisor has simply been using the surface techniques while ignoring the deeper philosophical principles. To borrow only certain outward features of the approach without understanding what its real power is would be like using an airplane only as a car or a sophisticated computer only as a typewriter.  This model is based on the assumption that an individual teacher knows best what instructional changes need to be done and has the ability to think and act on his or her own.  The decision belongs to the teacher.  The role of the supervisor is to assist the teacher in the process of thinking through his /her actions. Examples of Nondirective Behaviours are eye contact, asking probing questions, facial expressions and paraphrasing. Nondirective Continuum of Behaviours Listening Reflecting Clarifying Encouraging Reflecting Problem Solving Presenting Standardizing Reflecting a) Wait until the teacher’s initial statement is made. / Understand what the teacher is saying. / 51 Avoid thinking about how you see the problem. b) Verbalize your understanding of the initial problem. / Capture what the teacher is saying. / Do not offer your opinion. c) Probe for the underlying problem./additional information. / Guide the teacher to reframe the problem. / Clarifying is done to help the teacher further identify, not solve the problem. / Avoid asking questions that are solutions. d) Show willingness to listen further as the teacher begins to identify the real problems. / Do not praise the teacher. e) Constantly paraphrase the understanding of the teacher‘s message./ Check on the accuracy of what you understand the teacher to be saying. f) Ask the teacher to consider consequences of various actions. / Have the teacher move from possible to probable solutions. g) Ask the teacher for a commitment to a decision. / Have the teacher select actions that are doable, feasible and concrete (accountable). h) Ask the teacher to set time and criteria for action. i) Restate the teacher‘s plan. Issues with Nondirective Behaviours  Can a supervisor really remain nonjudgmental and not influence the teacher's or groups' decision?  What happens if the teacher or group desires the supervisor's input?  What does a supervisor do with a teacher or group that is reluctant or not capable of generating solutions?  How exact or variable is the sequence of Nondirective Behaviours?  In what circumstances should Nondirective Behaviours be used? Table of Contents GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020) When to Use Nondirective Behaviours  When the teacher or group is functioning at high developmental levels.  When the teacher or group possesses most of the knowledge and expertise about the issue and the supervisor’s knowledge and expertise are minimal.  When the teacher or group has full responsibility for carrying out the decision and the supervisor has little involvement.  When the teacher or group is committed to solving the problem but the problem doesn’t matter to the supervisor. 4. Collaborative Supervision Within a collaborative model the supervisor's role is to work with teachers but not direct them. The supervisor actively participates with the teacher in any decisions that are made and attempts to establish a sharing relationship. It is believed that teaching is mostly a problem- solving process that requires a sharing of ideas between the teacher and the supervisor. The teacher and supervisor work together in addressing a problem in the teacher's classroom teaching. They pose a hypothesis, experiment, and implement strategies that appear to offer a reasonable solution to the problem under consideration. Collaborative supervision can be used thus: Instead of telling the teacher what he/ she should have done, the supervisor can ask, "What did you think of the lesson? How did it go? Did you meet your objective?" This would be said in a positive, interested, and nonjudgmental way. The collaborative model of supervision is based on these ideas:  Frank exchange of ideas.  The supervisor encourages the teacher to present his / her own perceptions and ideas, but also honestly gives his / her own views.  Disagreement is encouraged, not suppressed.  The supervisor and the supervisee either agree to an action or wind up stalemated situations.  A stalemate will mean further negotiating, rethinking, and even possible use of a third-party mediator. Collaborative Continuum of Behaviours Clarifying j) Identify the problem as seen by the teacher. / Ask the teacher about the immediate problem or concern. k) Understand the teacher’s perception. / Use nondirective Behaviours (e.g. eye contact, paraphrasing, asking probing questions) to gather as much information about the problem as possible before thinking about action. l) Verify the teacher’s perception. / Check for accuracy by summarizing the teacher’s statements and asking if Reflecting the summary is accurate. m) Provide your point of view. / Become part of the decision-making process. / Give your own point of view Presenting about the problem and give information the teacher might be unaware of. n) Seek the teacher’s understanding of your perception of the problem./ Ask the teacher to paraphrase your Clarifying perceptions. Listening Problem Solvingo) Exchange suggestions of options. p) Accept conflict./ Conflict between two caring professionals is productive for finding the best solution./ Assure the teacher that disagreement is acceptable. q) Find an acceptable solution. Negotiation Agree on the details of plan. Standardizing Summarize the final plan./ Conclude the conference by checking that both of you agree to the action and Reflecting details. Encouraging Table of Contents 52 GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020) Issues in Collaborative Supervision  Asking the more qualified person to make a decision (undemocratic).  Two people can appear to make a collaborative decision, but one person will discreetly let the other know of his or her power.  When the teacher or group believes that the supervisor is manipulating the decision. When to Use Collaborative Behaviours  When teachers are functioning at moderate or mixed developmental levels.  When the teacher and supervisor have approximately the same degree of expertise on the issue.  When the teacher and supervisor will both be involved in carrying out the decision.  When the teacher and supervisor are both committed to solving the problem. 5. Creative Supervision The creative model considers any particular way of looking at things. It, thus, encourages freedom and creativity in at least three ways. It can allow for:  a combination of models or a combination of Supervisory Behaviours from different models.  a shifting of supervisory responsibilities from the supervisor to other sources.  an application of insights from other fields that are not found in any of the models. Working with only one model can be appropriate, but it can also be limiting. Sometimes a combination of different models or a combination of Supervisory Behaviours from different models might be needed. A second way that a creative model of supervision can be used is to shift supervisory responsibility from the supervisor to another source. For instance, teachers can be responsible for their own supervision through the use of teacher centers. Teacher centers are places where teachers can go to find answers to questions, use resources, and talk about problems with other teachers or special "consultants" or "supervisory experts." Rather than the supervisor going to the teachers, the teachers can go to the teacher center. Another way to shift responsibility away from the supervisor is to have peer supervision, where fellow teachers observe each other's classes. A third way that creative supervision can be used is through the application of insights from other fields which are not found in any of the models. References  Acheson, K. A., & Gall, M. D. (1980). Techniques in the clinical supervision of teachers. NewYork: Longman.  Ary, D., Jacobs, L. C., & Razavieh, A. (1996). Introduction to research in education (5th ed.).Orlando, FL: Harcourt Brace & Company.  Beach, D. M., & Reinhartz, J. (1989). Supervision: Focus on instruction. New York: Harper & Row.  Beach, D. M., & Reinhartz, J. (2000). Instructional leadership. Needham Heights, MA: Allyn& Bacon.  Cogan, M. L. (1973). Clinical supervision. Boston: Houghton Mifflin.  Cook, G. E. (1996). Using clinical supervision to promote inquiry. Journal of Staff Development, 17(4), 46-50.  Edmeirer, H., & Nicklaus, J. (1999). The impact of peer and principal collaborative supervision on teacher‘s trust, commitment, desire for collaboration, and efficiency. Journal of Curriculum and Supervision, 14(4), 351-378. Table of Contents 53 GUIDELINES PAMPHLET (ELT SPERVISOR) ELT GENERAL SUPERVISION (2019 – 2020)  Ginsburg, H., & Opper, S. (1979). Piaget‘s theory of intellectual development (2nd ed.).Englewood Cliffs, NJ: Prentice Hall.  Glatthorn, A. A. (1997). Differentiated supervision (2nd ed). Alexandria, VA: Association for Supervision and Curriculum Development.  Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (1995). Supervision of instruction (3rd ed.). Needham Heights, MA: Simon & Schuster.  Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2001). SuperVision and instructional leadership (5th ed.). Needham Heights, MA: Allyn & Bacon  Goldhammer, R., Anderson, R. H., & Krajewski, R. J. (1993). Clinical supervision: Special methods for the supervision of teachers (3rd ed.). New York: Holt, Rinehart, & Winston.  Hersey, P., Blanchard, K. H., & Johnson, D. E. (2001). Management of organizational behaviour: Leading human resources (8th ed). Upper Saddle River, NJ: Prentice-Hall.  Kitchener, K. S., Lynch, C. L., Fischer, K. W., & Woord, P. K. (1993). Developmental range of reflection judgement: The effect of contextual support and practice on developmental stage. Developmental Psychology, 29 (5), 893-906.  Montgomery, D. (1999). Positive teacher appraisal through classroom observation. London: David Fulton.  Mish, F. C. (Ed.). (1989). The new Merriam-Webster dictionary. Springfield, MA: MerriamWebster.  Ralph, E. G. (1998). Developing practitioners: A handbook of contextual supervision.  Stillwater, OK: New Forums Press.  Reiman, A. J., & Thies-Sprinthall, L. (1998). Mentoring and supervision for teacher development. New York: Addison Wesley. 54 Table of Contents