1. Reflections on Educational Beliefs, Teaching and Supervision Chapter 5
Presented by
Regina Lowery
EDU 660-Dr. Pedersen
October 1, 2016

2. Instructional Goals and Effective Teaching
Effective teaching depends on your instructional goals: what you are trying to teach
Different instructional goals require different teaching strategies
Effective teaching is the teacher’s ability to use various ways of teaching to accommodate a variety of learning goals and styles

3. Characteristics of the expert teacher
Although there is no one way to deliver effective instruction or no one set of steps to effective teaching , expert teachers do exist:
Knowledge of the content they teach
Passionate commitment to teaching
Work to increase students’ motivation and self-responsibility
Engage in reflective inquiry
Flexible in teaching
Continuously assess student progress and provides feedback

4. Beliefs about education
Knowing oneself as an educator, as a supervisor is necessary
supervisors are humans who make human decisions about school improvement, teaching effectiveness
Know your biases
Although effective instruction depends on the teacher’s instructional goals, teachers and supervisors’ educational philosophies have a great impact on instruction and improvement efforts.
educational beliefs influences definition of effective teaching and instructional improvement

5. Questions to consider about your educational/supervisory belief
Educational Beliefs
What should be the purpose of education?
Who should control the learning environment?
Under what conditions is student learning most successful?
What is your definition of effective teaching?
How should the teacher assess student learning?
Supervisory Beliefs
What is your definition of instructional supervision?
Who should supervise? Who should be supervised?
What are the most important needs of teachers?
What types of activities should be a part of instructional supervision?

6. Three educational philosophies of supervision
Essentialism
Experimentalism
Existentialism
The supervisor works democratically with teachers to achieve collective ends that will help everyone.
Collaborative Supervision- the supervisor’s role is to guide the problem-solving process, be an active member of the interaction and keep the teacher focused on their common problem
The supervisor provides an environment that enables the teacher to explore his/her or capabilities, does not dispense information and encounters the teacher as a person of Full importance.
Non-Directive Supervision- the supervisor’s role is to listen, be non-judgmental and provide self-awareness experiences for teachers.
The supervisor is the person who teaches truths about teaching to teachers.
Direct Supervision-The supervisor’s role is to inform, direct, model and assess competencies.
Supervisor is the expert

7. Educational Beliefs in terms of supervisor and teacher responsibility
Direct Supervision= high supervisor responsibility and low teacher responsibility
Collaborative supervision=equal supervisor and teacher responsibility
Nondirective supervision=low supervisor responsibility and high teacher responsibility
There is no right or wrong philosophy; combination of philosophies exist

8. Effects of cultural beliefs
A person’s cultural background plays a large role in what he/she beliefs about education
Educator’s beliefs about education are influenced by cultural assumptions they may not be aware of………..what are some of your biases? What are some of your triggers?
These assumptions can influence the curriculum which educators design, relationships with parents and students, lessons taught, etc.

9. Effects of cultural beliefs (cont.)
Questions to reflect upon when identifying cultural assumptions with individuals and groups:
Do I have more difficulty working with some cultural groups than others? If so, why?
How does my cultural background contribute to my perceptions of effective teaching?
How do our cultural beliefs affect the way students are grouped and placed in various programs in our school?
How do our cultural beliefs affect the way we assess student learning?
Better understanding of cultures achieved through interaction can overcome personal bias, change educational beliefs and form a more diverse educational practice.

10. Supervisory Behavior Continuum: Know thyself Chapter 6
Supervisory behaviors should be purposeful. They are categorized into ten areas:
Listening negotiating
Clarifying directing
Encouraging standardizing
Reflecting reinforcing
Presenting
Problem solving

11. The supervisory behavior continuum
The categories of behaviors are listed in a sequence on the supervisory behavior continuum to reflect the scale of control or power (see pgs )
Listens, clarifies, encourages and reflects –comes from a nondirective interpersonal approach. High teacher control and low supervisor control
Presents, problem solves, and negotiates-comes from collaborative interpersonal approach. Control is shared equally
Directs, standardizes, reinforces-comes from a directive interpersonal approach. Low teacher control and high supervisor control

12. Outcome of conferences
Another way of clarifying supervisory approaches is by the outcomes of the conference. Seeing who controls the final decision for instructional improvement: Nondirective approach= teacher self-plan Collaborative approach= mutual plan Directive informational= supervisor-suggested plan Directive control= supervisor-assigned plan

13. Johari Window
We must make sure that how we perceive ourselves is consistent with how others perceive us. We may believe that we use one approach but are viewed by others as using another approach.
Johari Window: a graphic way to look at what we know and do not know about our behavior. A window with four panes. (Pg. 104)
Pane 1 represents our public self-what everyone knows about us
pane 2 represents the blind self- what others see us do but we are unaware of
Pane 3 represents the private self- what we do in private unknown to others
Pane 4 represents the unknown self-actions that we and others are unaware of

14. Johari window (Cont)
As supervisors, We must decide how private or public we want to be with our staff and determine if we want our staff to be the same way with us
We can not be blind to our own behaviors and the effects our behaviors have on others
We can only improve what we know
We can not only believe our own self-perceptions

15. Tools for Comparing self-perceptions with others’ perceptions and recorded behaviors
Through the use of the supervisor’s self-assessment survey, supervisors can compare their self-perceptions with teacher perceptions of their performance (see pgs )
Gather data while the supervision is interacting with teachers. The supervisor can analyze the collected data for the purpose of improved supervision.
360-Degree feedback- a multi source assessment with feedback from all groups that the supervisor works with. Used to find supervisory strengths and weaknesses. The supervision then Works with a mentor or coach to design an action plan for improvement.

16. Reference
Glickman, c., Gordon, s., Gordon-ross, j. (2014). Supervision and Instructional Leadership. Upper Saddle River, NJ: Pearson Education, Inc.