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 8 Directive Control Behaviors
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2. 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.

3. 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.

4. 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.

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

6. 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

7. 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

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

9. 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?