1. Glen DeGraw Associate Superintendent Human Resources
Super-Supervision
Glen DeGraw
Associate Superintendent
Human Resources

2. Start with Yourself
The following words were written on the tomb of an Anglican Bishop in the Crypts of Westminster Abbey:
When I was young and free and my imagination had no limits, I dreamed of changing the world. As I grew older and wiser, I discovered the world would not change, so I shortened my sights somewhat and decided to change only my country.
But it, too, seemed immovable.
As I grew into my twilight years, in one last desperate attempt, I settled for changing my family, those closest to me, but alas, they would have none of it.

3. Start with Yourself (continued)
And now as I lie on my deathbed, I suddenly realize: If I had only changed myself first, then by example I would have changed my family.
From their inspiration and encouragement, I would have been able to better my country and, who knows, I may have even changed the world. --Anonymous

4. Super-Supervision
Employee Supervision is a learned skill and a planned activity.
As Organizational Management Theory is changing in an evermore competitive global environment – so, too, the notion of what Employee Supervision/Evaluation is about is changing.
Super-Supervision is people-centered, employee-centered.

5. Super-Supervision (continued)
People will not invest themselves in a task if it does not provide them with a sense of achievement. People sacrifice most for whatever contributes to their sense of personal worth. People only do superior work because they want to.

6. Super-Supervision (continued)
Systems do not produce quality; people do.
They can produce it despite poor systems.
They can produce it without supervision.
They can produce it despite poor management and supervision.
The role of managers is to free people so they can exercise commitment to quality without fear.

7. Super-Supervision (continued)
The four functions of supervision which can produce superior employee performance are:
COUNSELING
TUTORING
MENTORING
CONFRONTING

8. Super-Supervision (continued) Desired Conditions/Outcomes
Planned employee interactions, coaching strategy based on prior assessment:
COMPETENT / ATTITUDE + or - Green, Yellow
INCOMPETENT / ATTITUDE + or - Red
Trust relationship between the employee and his/her supervisor
Common vision on improvement
Employee and supervisor both willing to risk and grow

9. Super-Supervision (continued) Desired Conditions/Outcomes (continued)
Build on past success; self analyze recent failures
Permission to fail
Removal of GOTCHA SYNDROME →Loss of Job
Commitment by supervisor to assist employee in meeting goals
Supervisor able to model and coach correct skills and procedures
Supervisor able to share success and failure

10. Super-Supervision (continued) Desired Conditions/Outcomes (continued)
Common understanding of the supervision/ evaluation process
Good two-way communication – supervisor (listen, listen, talk)
Open-ended conferencing – choice of strategies: Counseling, Mentoring, Tutoring and Confronting
Honest feedback
Treat people equally
Holding up a mirror

11. Super-Supervision is a Process with a Purpose
“Management is the development of people,
Not the direction of things…
It is the totality of the process necessary
To challenge people to high purpose,
To involve them significantly – and to help them
Develop working relations among themselves
That are satisfying and productive in
Accomplishing the aims of the institution
Of which they are a part.”
Peter F. Drucker

12. The Manager’s Role as Coach

14. Coaching
One-to-one conversations that focus on performance or performance-related topics.
Goal
To obtain commitment to superior performance.

15. Objectives and Outcomes of The Coaching Process
Counseling
Resolution of problems affecting performance
Mentoring
Understanding the political context of the workplace AND
career development opportunities
Tutoring
Continuous learning opportunities
Confronting
Identifying specific performance deficiencies OR
challenging individuals to their full potential

16. Outcomes of Effective Counseling
Accurate descriptions of problems and their causes
Resolution of problems affecting performance
Venting of strong feelings
Insight into behavior and feelings
Overcome obstacles and fear
Commitment to self-sufficiency

17. Outcomes of Effective Mentoring
Development of political savvy
Sensitivity to the organization’s culture
Personal networking
Proactivity for one’s career
Commitment to the organization’s goals and values

18. Outcomes of Effective Tutoring
Increased technical competency
Increased breadth of technical understanding
Increased learning pace
Movement toward expert status
Transfer of new learning to the workplace
Commitment to continual learning

19. Outcomes of Effective Confronting
Clarification of performance expectations
Identification of performance shortfalls
Strategies to improve performance
Commitment to continual improvement
Acceptance of more difficult tasks
Acceptance of more responsibility
A sustained high level of performance

20. Developmental Level COMPETENCE COMMITMENT Developed ability Attitude
Effort
Confidence
Motivation

21. Matching Your Leadership Behavior to the Employees’ Developmental Level
Provide what they can’t do for themselves at the moment
Direct for people high on commitment but low on competence
Coach those who have some competence but lack commitment
Support people who are competent but have variable commitment
Delegate to the developed

22. Elements of a Supportive Environment
Confidentiality
Comfort
Ground rules
Time
Place
Roles
Autonomy
Respect
Trust

23. The Sense of a Goose
In the fall, when you see geese heading south for the winter, flying along in “V” formation, you might be interested in knowing what science has discovered about why they fly that way. It has been learned that as each bird flaps its wings, it creates an uplift for the bird immediately following. By flying in a “V” formation, the whole flock adds at least 71% greater flying range than if each bird flew on its own.

24. The Sense of a Goose (continued)
People who share a common direction and sense of community can get where they are going quicker and easier, because they are traveling on the thrust of one another.

25. The Sense of a Goose (continued)
Whenever a goose falls out of formation, it suddenly feels the drag and resistance of trying to go it alone, and quickly gets back into formation to take advantage of the lifting power of the bird immediately in front.

26. The Sense of a Goose (continued)
If we have as much sense as a goose, we will stay in formation with those who are headed the same way we are going.

27. The Sense of a Goose (continued)
When the lead goose gets tired, he rotates back in the wing and another goose flies point.
It pays to take turns doing hard jobs – with people or with geese flying south.

28. The Sense of a Goose (continued)
The geese honk from behind to encourage those up front to keep up their speed.
What messages do we give when we honk from behind?

29. The Sense of a Goose (continued)
Finally, when a goose gets sick, or is wounded by gunshot and falls out, two geese fall out of formation and follow him down to help and protect him. They stay with him until he is either able to fly or until he is dead, and then they launch out on their own or with another formation to catch up with their group.
If we have the sense of a goose, we will stand by each other like that.

30. Timeline for Certificated Evaluations
Evaluation Components
Goal setting: no later than the 8th week of school
Administrator/Teacher to reach mutual agreement on goals.

31. Timeline for Certificated Evaluations (continued)
Temporary/Probationary Teachers
Evaluated twice yearly
Once by December 15, and
30 days prior to the last day of the school year
Permanent Teachers