The nature and function of supervision as it relates to both the teacher and the supervisor are studied. Also presented is a contemporary view of the concept of supervision from both a theoretical and practical perspective. The role of the supervisor is discussed as it has evolved from the traditional model to the instructional leadership model—a model that embraces collegiality and professional development. Included are strategies and processes related to a variety of supervisory models, such as clinical supervision, mentoring, differentiated supervision, cooperative development and self-directed development. Emphasis is on studying ways in which the planning, organization and evaluation of instruction may be effectively improved through the cooperative participation of school personnel.
A practical and research based framework for staff supervision and evaluation by principals, assistant principals, and curriculum administrators, including an exploration of strategies for observation, analysis and evaluation. Participants will learn to apply knowledge of instruction, curriculum, supervision, and legal procedures to plan teacher growth, address performance deficiencies and meet individual needs. The course will examine practices of supervising and evaluating high performing and average performing teachers in the district in light of teaching strategies that result in high student achievement, fiscal constraints, collective bargaining agreements, legal rights and other factors significant in the supervisory process. Lectures, discussions, video analysis, group presentation, in-class exercises including role-play in supervisory situations, case studies and practical experience through critiquing actual classroom lessons will be an integral part of this course.