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SuperVision and Instructional Leadership: A Developmental Approach

Eleventh Edition

Chapter 5

Reflections on Educational Beliefs, Teaching, and Supervision

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Learning Objectives (1 of 2)

5.1 Explain the purpose of a supervision platform.

5.2 Describe how goals of education influence how effective teaching is defined.

5.3 Explain how educational platforms affect teaching and supervision.

5.4 Identify different beliefs about the purpose of supervision described in this chapter.

5.5 Describe the key elements of each of the superphilosophies presented in this chapter.

Learning Objectives (2 of 2)

5.6 Examine your own supervisory beliefs.

5.7 List three different broad combinations of decision- making power that might be present in supervisor– teacher interactions.

5.8 Describe cognitive dissonance and its role in changing beliefs and behaviors.

5.9 Discuss the effects of educators’ cultural background on their educational beliefs and actions.

5.10 Explain the power of dialogue among educators.

A Supervisory Platform (5.1)

What is a “supervisory platform?”

What is the significance of having a clearly defined supervisory platform?

What Is the Connection Between Instruction and Effective Teaching? (5.2)

Instructional improvement and successful teaching can only be defined within the context of

Particular instructional goals

Local learning environments

Individual students

Building an Educational Platform (5.3)

What should be the purpose of education?

What should be the content of the school curriculum?

Who should control the learning environment?

What should be the relationship between teacher and students?

Under what conditions is student learning most successful?

What motivates students to do their best in school?

What is your definition of effective teaching?

What personal characteristics are possessed by a successful teacher?

How should the teacher assess student learning?

What is your definition of a good school?

Building a Supervisory Platform (5.4)

What is your definition of instructional supervision?

What should be the ultimate purpose of instructional supervision?

Who should supervise? Who should be supervised?

What knowledge, skills, attitudes, and values are possessed by successful supervisors?

What are the most important needs of teachers?

What makes for positive relationships between supervisors and teachers?

What types of activities should be part of instructional supervision?

What should be changed regarding the current practice of instructional supervision?

Philosophy – Control – Supervisory Belief (5.5)

Educational philosophy

Essentialism

Experimentalism

Existentialism

Describe the decision-making responsibility and supervisory belief for each philosophy

Decision-Making Power and Supervisor-Teacher Interactions (5.7)

Table 5.2 links Supervisory Beliefs to Decision-Making Responsibilities

Why do you think a given Supervisory Belief is linked to its Decision-Making Responsibility?

Cognitive Dissonance (5.8)

Cognitive dissonance: Inconsistency between beliefs and behaviors

Providing teachers with the time and support to compare their beliefs and behaviors can motivate change but might also challenge teachers

Reflecting on or introducing cognitive dissonance can cause strong emotional reactions, which supervisors should anticipate in advance of introducing dissonance

Cultural Effects on a School (5.9) (1 of 2)

How does the dominant culture inform our goals as a school? How do other cultures contribute to our goals?

How is the dominant culture represented in our curriculum, including textbooks and curriculum materials? Are other cultures reflected positively in our curriculum?

How do our cultural beliefs affect the way students are grouped and placed in various programs in our school?

Cultural Effects on a School (5.9) (2 of 2)

How do our cultural beliefs affect the school’s disciplinary practices?

How do our cultural beliefs affect the way we assess student learning?

How do our cultural beliefs affect the way we interact with our students’ families?

Dialogue on Beliefs (5.10)

Dialogue: robust, critical conversations

Collegial dialogue: nonjudgmental

Dialogue can introduce discomfort, which can lead to change

Research suggests that support and facilitation from leaders can lead to dialogue that changes practice

Collaborative action research is another opportunity to promote dialogue for change

Dialogue is not limited to educators within schools; it can also include families and other external partners

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