What is the developmental model of supervision?
Underlying developmental models of supervision is the notion that we each are continuously growing, in fits and starts, in growth spurts and patterns. In combining our experience and hereditary predispositions we develop strengths and growth areas. The object is to maximize and identify growth needed for the future.
What do you mean by development supervision?
Developmental Supervision is a specific approach to supervising practicing teachers in schools wherein the supervisor adjusts his or her communication and style of interaction based on the adult and professional needs of the teacher (Glickman et al., 2014.
What are the types of supervision?
Types of Supervision: Autocratic, Laissez-faire, Democratic and Bureaucratic Supervision
- Autocratic or Authoritarian supervision:
- Laissez-faire or free-rein supervision:
- Democratic supervision:
- Bureaucratic supervision:
What is clinical education supervision?
Clinical supervision is a method of supervision where the supervisor is involved with the teacher in a close, “helping. Ideas are shared and help is given in order to improve the teacher’s ability through the analysis of objective data that is collected during the observation. …
What are the main models of supervision?
There are three primary models of supervision that are presented below. These are: (1) developmental models, (2) integrated models, and (3) orientation-specific models. The underlying premise of developmental models of supervision is the notion that individuals are continuously growing.
What are developmental models?
Developmental Models A developmental model serves as a guide against which client behavior can be compared. For example, one model used to assess individuals’ behavior is based on eight stages of psychosocial development from birth to late adulthood as defined by 20th century psychoanalyst Erik Erikson.
What is developmental supervision in education?
In developmental supervision, the supervisor uses directive assistance when the teachers have low developmental level, expertise, and commitment. Developmental supervision encourages teachers to reflect their teaching for self-improvement (Glickman, 1981, 1990). Similarly, Glickman et al.
How does supervision help in school development?
Supervision continuously makes its best effort to evaluate and improve the work environment of the pupils and teachers with their help and community’s assistance and cooperation. It also continuously maintains an atmosphere of mutual trust, integrity, loyalty, freedom, goodwill, responsibility and self-direction.
What are the 4 types of supervision?
4. TYPES OF SUPERVISION Types of Supervision: Autocratic, Laissez-faire, Democratic and Bureaucratic Supervision! These Types of supervision are generally classified according to the behavior of supervisors towards his subordinates. These are also called as techniques of supervision.
What does Carl Glickman mean by clinical supervision?
Clinical supervision in Glickman’s model is a part of a larger program of general supervision that includes inservice training, curriculum development, group development and action research. Appropriate tasks for supervision include: encouraging teachers to invest in a cause beyond themselves.
What is the nondirective approach to developmental supervision?
NONDIRECTIVE APPROACH – The supervisor invites teachers to define instructional problems themselves, generate actions, think through consequences and create their own action plans. This calls for low supervisor responsibility and high teacher responsibility for the final decision.
What are the contributing characteristics of Carl Glickman’s model?
Contributing characteristics of human development contribute to Glickman’s model: stages of development vary within the same adult depending on the topic or domain under consideration. Supervisors should use their knowledge of developmental theory and research to select appropriate strategies to work with various teachers.
What is the new paradigm for teacher supervision?
Presents a new paradigm for supervision, calling for supervision to be collegial rather than hierarchical, the province of teachers as well as supervisors. The focus is on teacher growth rather than compliance, teacher collaboration, and continuous, reflective inquiry (Ch. 1).