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Supervisory Beliefs Inventory

Rationale: Before choosing a supervisory approach to use with a teacher, it is important for the supervisor to assess her own beliefs about teacher supervision and staff development. Although all supervisors probably use directive, collaborative and non-directive styles at one time of another, one style usually dominates. The supervisor will benefit from being aware of her strongest orientation. Other staff who serve in supervisory roles, such as Master Teachers, may also enjoy taking this self assessment. This assessment was developed by Carl Glickman (1981). For a full discussion of the three different supervisory styles assessed by this instrument, readers are encouraged to read Glickman’s book, Supervision of Instruction: A Developmental Approach (1985).

Directions: This inventory is designed to be self-administered and self-scored. As you read the questions, circle one of two options: A or B for each item. You may not completely agree with either choice, but choose the one that is closest to how you feel.

1. A. Supervisors should give teachers a large degree of autonomy within broadly defined limits.

B. Supervisors should give teachers directions about methods that help them improve teaching.

2. A. It is important for teachers to set their own goals and objectives for professional growth. B. It is important for supervisors to help teachers reconcile their personalities and teaching styles

with the philosophy and direction of the school.

3. A. Teachers are likely to feel uncomfortable and anxious if the objectives on which they will be evaluated are not clearly defined by the supervisor.

B. Evaluations of teachers are meaningless if teachers are not able to define with their supervisors the objectives for the evaluation.

4. A. An open, trusting, warm and personal relationship with teachers is the most important ingredient in supervising teachers.

B. A supervisor who is too intimate with teachers risks being less effective and less respected than a supervisor who keeps a certain degree of professional distance from teachers.

5. A. My role during supervisory conferences is to make the interaction positive, to share realistic information and to help teachers plan their own solutions to problems.

B. The methods and strategies I use with teaches in a conferences are aimed at our reaching agreement over the needs for future improvement.

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6. In the initial phase of working with a teacher:

1. I develop objectives with each teacher that will help accomplish school goals. 2. I try to identify the talents and goals of teachers so they can work on their own improvement.

7. When several teachers have a similar classroom problem, I prefer to:

1. Have teachers form an ad hoc group and help them work together to solve the problem. 2. Help teachers on an individual basis find their strengths, abilities, and resources so that each one finds

his or her own solution to the problem.

8. The most important clue that an in-service workshops is needed occurs when:

1. The supervisor perceives that several teachers lack knowledge or skill in a specific area, which is resulting in low morale, undue stress and less effective teaching.

2. Several teachers perceive the need to strength their abilities in the same area.

9. A. The supervisory staff should decide the objectives of an in-service workshop since they have a broad perspective on the teachers’ abilities and the school’s needs.

B. Teachers and supervisory staff should reach consensus about the objectives of an in-service workshop before the workshop is held.

10. A. Teachers who feel they are growing personally will become more effective than teachers who are not experiencing personal growth.

B. The knowledge and ability of teaching strategies and methods that have been proved over the years should be taught and practiced by all teachers to be effective in their classrooms.

11. When I perceive that a teacher might be scolding a student unnecessarily:

1. I explain during a conference with the teacher why the scolding was excessive. 2. I ask the teacher about the incident but do not interject my judgments.

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12. A. One effective way to improve teacher performance is to formulate clear behavioral objectives and create meaningful incentives for achieving them.

B. Behavioral objectives are rewarding and helpful to some teachers but stifling to others; some teachers benefit from behavioral objectives in some situations but not in others.

13. During a pre-observation conference:

1. I suggest to the teacher what I could observe, but I let the teacher make the final decision about the objectives and methods of observation.

2. The teacher and I mutually decide the objectives and methods of observation.

14. A. Improvement occurs very slowly if teachers are left on their own, but when a group of teachers work together on a specific problem, they learn rapidly and their morale remains high.

B. Groups activities may be enjoyable, but I find that individual, open discussion with a teacher about a problem and its possible solutions leads to more sustained results.

15. When an in-service or staff development workshop is scheduled:

1. All teachers who participated in the decisions to hold the workshop should be expected to attend. 2. Teachers, regardless of their role in forming a workshop, should be able to decide of the workshop

irrelevant to their personal or professional growth and, if not, should not be expected to attend.

Scoring: Step #1. Circle your answers from the inventory in the following columns:

Column 1 Column II Column III

1B 1A

2B 2A

3A 3B

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4B 4A

5B 5A

6A 6B

7A 7B

8A 8B

9A 9B

10B 10A

11A 11B

12A 12B

13B 13A

14B 14A

15A 15B

Step #2. Tally the number of circles items in each column and multiply by 6.7

1. Total response in Column I ________ X 6.7 = ________________

1. Total response in Column II ________ X 6.7 = ________________

1. Total response in Column III ________ X 6.7 = _______________

Interpretation:

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The product you obtained in step 2.1 is an approximate percentage of how often you take a directive approach to supervision. The product you obtained in step 2.2 is an approximate percentage of how often you take a collaborative approach, and that in step 2.3 is an approximate percentage of how often you take a nondirective approach.

From Glickman, C. (1981). Developmental Supervision: Alternative Practices for Helping Teachers Improve Instruction, Alexandria, VA Association for Supervision and Curriculum development, pp. 13-15.