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Leading Edge Thinking in Education & Learning Theory: Its Application in Developmental Supervision

Leading Edge Thinking in Education & Learning Theory: Its Application in Developmental Supervision. Rev. Dr. Michelle Oberwise Lacock Aurora Health Care Milwaukee, Wisconsin.

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Leading Edge Thinking in Education & Learning Theory: Its Application in Developmental Supervision

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  1. Leading Edge Thinking in Education & Learning Theory: Its Application in Developmental Supervision Rev. Dr. Michelle Oberwise Lacock Aurora Health Care Milwaukee, Wisconsin

  2. Glickman, Carl D., Stephen P. Gordon, and Jovita M. Ross-Gordon. SuperVision and Instructional Leadership: A Developmental Approach. Boston: Allyn & Bacon, 2010.

  3. Paradigm Shift • Collegial supervision is the province for the Training Supervisor and SES • Reflective inquiry and professional dialogue • Knowledge of Self, Beliefs and Educational Philosophy • Culturally Responsive • Integration of Adult learning and adult development • Variety of tools

  4. Developmental Supervision • What is it? Kno Knowledge Interpersonal Skills Technical Skills

  5. Supervisor’s task:

  6. Educational Philosophies: Essentialism Idealism – Absolutes Realism – Natural Laws • Supervisory process: • Teaches truths about supervising. • Knowledgeable about absolute standards. • SES digest truths = good supervisors

  7. Educational Philosophies Experimentalism • Reliance on the scientific method • Humans create their own laws, principles and machines, which are based on reality and morality. • Knowledge is interaction between scientific person and environment • Supervisory process: • Supervisor conveys knowledge • Guides trial and error / exploratory learning • SES learns about truths of their times • SES experiments and grows continually

  8. Educational Philosophies Existentialism Only looking within oneself to discern truth Human dignity and worth = truth Human beings hold capacity to form own destiny • Supervisory process: • Supervisor full commitment to SES choice • Supervisor provides the environment to explore mental capabilities & protect the SES’ right to discover • Supervisor does not dispense information, they are facilitators • SES must learn for oneself through self-discovery and make decisions

  9. Where you Stand depends on where you Sit • Location (historical context) • Dominant/Minority cultures • Cultural assumptions • Culturally responsive • Ethnocentric • denial, defense, minimization • Ethnorelative • acceptance, adaptation, integration

  10. Supervisor’s Strategies • Nondirective Interpersonal Approach • Collaborative Interpersonal Approach • Directive Informational Interpersonal Approach • Directive Control Interpersonal Approach

  11. Supervisory Behavior Continuum

  12. Outcomes of Personal Conference ApproachOutcome • Nondirective SES self plan • Collaborative Mutual Plan • Directive Informational Training Supervisor suggested plan • Directive Control Training Supervisor assigned plan

  13. Use of Directive Control Ideally only used for a short duration when… • SES at very low developmental levels • SES does not have awareness, knowledge or inclination to act • A task/decision does not concern the SES • In an emergency to stabilize unstable situation

  14. Use of Directive Informational • SES at fairly low developmental levels • SES does not possess knowledge about an issue • SES feels confused, inexperienced, or at a loss • When time is short, constraints clear, and quick, concrete action required

  15. Use of Collaborative Behaviors To be used when both SES & Supervisor: • Have similar expertise • Both responsible for carrying out a decision • Commit to solving a problem Also used when SES is functioning at moderate or mixed developmental levels

  16. Use of Nondirective Behaviors • SES functioning at high developmental levels • SES possesses most of the knowledge/expertise about an issue • SES has full responsibility for carrying out decision • SES is committed to solving a problem and the outcome does not impact Supervisor

  17. Applying Developmental Supervsion • The long term goal of developmental supervision • Supervisory student development toward a point where the SES, facilitated by supervisors can assume full responsibility for instructional improvement of themselves and the students they are supervising. • Purpose, hope, growth and development for all of our students

  18. Case 1 • An SES is co-supervising a group of extended students with you • Conflict begins to arise between SES (Roman Catholic) and one of the students who is Buddhist. • Emotions are rising, and the SES is becoming more frustrated and begins to use profanity in the conflict. The expression on the students face is a mixture of anger, surprise and hurt. What approach would you use?

  19. Case 2 • An SES (female from a country outside the US where English is not their first language) has submitted theory papers and the three papers did not pass. The supervisor is ethnic male from the US). • It has been a year and many short drafts have been written and no real progress has been made. What approach would you use?

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