Power Point Presentations for Each Chapter of SuperVision and Instructional Leadership: A Developmental Approach Carl D. Glickman Stephen P. Gordon Jovita M. Ross-Gordon This multimedia product and its contents are protected under copyright law. The following are prohibited by law: • Any public performance or display, including transmission of any image over a network; • Preparation of any derivative work, including the extraction, in whole or in part, of any images; • Any rental, lease, or lending of the program.

Chapter 8 Directive Control Behaviors This multimedia product and its contents are protected under copyright law. The following are prohibited by law: • Any public performance or display, including transmission of any image over a network; • Preparation of any derivative work, including the extraction, in whole or in part, of any images; • Any rental, lease, or lending of the program.

Directive Control Behaviors Presenting: Identify the problem. Clarifying: Ask teacher for input into the problem. Listening: Attend carefully to understand the teacher’s point of view. Problem Solving: Mentally determine the best solution.

Directive Control Behaviors (continued) 5. Directing: Tell expectations to the teacher. 6. Clarifying: Ask the teacher for input into the expectations. 7. Standardizing: Detail and modify expectations. 8. Reinforcing: Repeat and establish follow-up on expectations.

A History of Overreliance on Control Are controlling behaviors sometimes used as a first rather than a last resort at your school? Give an example.

Issues in Directive Control The need to be forthright Power and authority The issue of time

When to Use Directive Control Behaviors When the teacher or group is functioning at very low developmental levels When the teacher or group does not have awareness, knowledge, or inclination to act

When to Use Directive Control Behaviors (cont.) When the teacher or group has no accountability for the decision and the supervisor will be held totally accountable When the teacher or group is not committed to resolving an issue and the supervisor is committed to resolving the issue

Moving from Directive Control toward Directive Informational Behaviors Provide an example of how a directive controlling supervisor can move toward directive informational behaviors.

Practitioner Reflection: Directive Control Behaviors – When Other Leadership Styles Haven’t Made an Impact What issues of concern regarding directive control supervision does the author address?