0. Power Point Presentations for Each Chapter of SuperVision and Instructional Leadership: A Developmental Approach Carl D. Glickman Stephen P. Gordon Jovita M. Ross-Gordon
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1. Chapter 12 Developmental Supervision: Theory and Practice
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2. Developmental Matches
Supervisory Approach
Directive Controlling
Directive Informational
Collaborative
Nondirective
Teacher or Group Characteristics
Very low levels of development, expertise, and commitment
Fairly low levels of development, expertise, and commitment
Moderate or mixed levels of development, expertise and commitment
High levels of development, expertise, and commitment

3. The Problem of Variability
Individual or group levels of development, expertise, and commitment may vary.
Characteristics of teachers and groups might change in different situations.
How can the developmental supervisor change supervisory behaviors to adapt to changes in the teacher or the group situation?

4. Applying Developmental Supervision
Phase 1: Choose the best entry-level approach
Phase 2: Apply the chosen approach
Phase 3: Foster teacher development while gradually increasing teacher choice and decision-making responsibility

5. Phase 1: Choosing the Best Approach
Assess the teacher’s developmental level, expertise, and commitment:
Observe the teacher teaching and working with other teachers.
Discuss with the teacher his or her ideas about students, teaching, and instructional improvement.

6. Approaches Appropriate for Particular Supervisory Roles
Directive Control
Directive Informational
Collaborative
Nondirective
Line Supervisor X
Staff Supervisor
Lead Teacher
Designated Mentor
Peer Coach

7. Phase 2: Applying the Chosen Approach
One type of Supervisor flexibility is the ability to plan and implement different supervisory approaches with different teachers and groups.
The ultimate supervisor flexibility is the ability to “shift supervisory gears,” and effectively use an approach not originally planned because of new discoveries about teachers or the situation at hand.

8. Fostering Teacher Development
Introduce teachers to new information about students and learning, innovative teaching strategies, and novel ways to frame and solve problems
Assign teachers to decision-making teams or learning groups in which most of the other members are functioning at slightly higher developmental levels
Professional development programs with role taking, guided reflection, balance of real experience and discussion, personal support and challenge, and continuity (Thies-Sprinthall, 1984)
Peer coaching
Thies-Sprinthall, L Promoting the developmental growth of supervising teachers: Theory, research programs, and implications. Journal of Teacher Education 35(3):

9. Inappropriate Use of Interpersonal Behaviors?
Based on the scenario on p. 297, what advice would you give to Jim on these issues:
How can Jim determine whether he is using directive behaviors with females better matched with a different approach, and/or being nondirective with males better matched with a different approach?
If Jim concludes that he really is using unintended behaviors with some teachers, how can he explore possible reasons for such unintended behaviors?
If Jim eventually concludes that he has been engaging in unconscious gender bias in his supervisory conferences, what can he do to correct the situation? How can he verify improvement in this area?

10. Practitioner Reflection: Using Developmental Supervision in the Curriculum Development Process
What steps did the author take in changing the curriculum at her school?
How would you apply developmental supervision at your school to change the curriculum?