AUTHORITY

1. AUTHORITY • The power to influence thought and behavior • Power • The ability for A to get B to do what B would normally not do

2. Sources of Authority • Bureaucratic • Personal • Technical-rational • Professional • Moral

3. Bureaucratic - Source • Hierarchy • Rules And Regulations • Mandates • Role Expectation • Teachers Are Expected To Comply Or Face The Consequences

4. Bureaucratic - Assumptions • Teachers Are Subordinates • Teachers Can’t Be Trusted • Supervisors Are Trustworthy • Supervisors’ And Teachers’ Goals Differ • Supervisors Must Be Watchful • Supervisors Know More Than Teachers • External Accountability Works Best

5. Bureaucratic - Strategies • Expect and Inspect • Hold teachers to predetermined standards • Directly supervise and closely monitor • Determine teacher needs and In-service them • Find out how to motivate teacher and get them to change

6. Bureaucratic Supervision • Hierarchy • Rules And Regulations • Mandates • Role Expectation • Teachers Are Expected To Comply Or Face The Consequences

7. Bureaucratic - Consequences • With proper monitoring, teachers respond as technicians in executing predetermined scripts • Teachers’ performance is narrowed

8. Personal -Source • Motivation technology • Interpersonal skills • Human relations leadership • Teachers will want to comply because of the congenial climate provided and to reap rewards offered in exchange.

9. Personal - Assumptions • Supervisors’ And Teachers’ Goals Differ but can be bartered so each gets what they want • Meet teachers’ needs & the work gets done • Congenial climate makes teachers content, easier to work with & more apt to cooperate • Supervisors must be expert at handling people to increase compliance & performance

10. Personal - Strategies • Develop a congenial school climate • Expect and reward • What gets rewarded gets done

11. Personal Supervision • Motivation technology • Interpersonal skills • Human relations Supervision • Teachers will want to comply because of the congenial climate provided and to reap rewards offered in exchange.

12. Personal - Consequences • Teachers respond as required when rewards are available but not otherwise. • Performance is narrowed

13. Technical Rationality - Source • Evidence by logic and scientific research • Teachers comply in light of what is considered to be the truth

14. Technical Rationality - Assumptions • Supervision & teaching are applied sciences • Knowledge & research is privileged • Scientific knowledge supercedes practice • Teachers are skilled technicians • Values, preferences & beliefs don’t count - facts & objective evidence do

15. Technical Rationality - Strategies • Use research to identify the best practice • Standardize the work of teachers • In-service teachers in the best practice • Monitor to insure compliance

16. Technical Rational Supervision • Evidence by logic andscientific research • Teachers comply in light of what is considered to be the truth

17. Technical Rationality - Consequences • With proper monitoring, teachers respond as technicians in executing predetermined scripts. • Performance is narrowed

18. Professional - Source • Informed knowledge of craft • Personal expertise • Teacher responds on the basis of professional values, accepted tenets of practice, and internalized expertness

19. Professional - Assumptions • No one best way exists • Scientific knowledge is to inform not to prescribe practice • Acceptance of authority comes from within the teacher • Supervisor is respected for knowledge, training & experience

20. Professional - Strategies • Promote a dialogue among teachers to determine accepted practices • Provide teachers with as much discretion as they want or need • Require teachers to hold each other accountable • Make available assistance, support & professional developmentopportunities

21. Professional Supervision • Informed knowledge of craft • Personal expertise • Teachers respond on the basis of professional values, accepted tenets of practice, and internalized expertness

22. Professional - Consequences • Teachers respond to professional norms and thus little monitoring is required. • Performance is expansive.

23. Moral - Source • Full obligation and duties derived from widely shared community values, ideas and ideals • Teachers respond to shared commitments and felt interdependence

24. Moral - Assumptions • Schools are professional learning communities • Schools are defined by their shared values, beliefs & commitments • What is right and good is as important as what works & is effective • Collegiality is a professional virtue

25. Moral - Strategies • Promote collegiality • Rely on teachers to respond to their own sense of duties and obligations • Rely on teachers informal norm system to enforce professional and community values

26. MoralSupervision • Full obligation and duties derived from widely shared community values, ideas and ideals • Teachers respond to shared commitments and felt interdependence

27. Moral - Consequences • Teachers respond to community values for moral reasons • Performance is expansive and sustained.

28. Sergiovanni • Supervision I • Bureaucratic • Personal • Technical-rational • Supervision II • Professional • Moral

29. WHICH IS THE BEST WAY TO SUPERVISE IN THE SCHOOL SETTING?

30. INSANITY • DO EVERYTHING THE WAY WE HAVE ALWAYS DONE IT AND EXPECT DIFFERENT RESULTS • IMPROVEMENT OF RESULTS REQUIRES CHANGE