Teacher education is a broad concept because it encompasses the many different levels of teacher learning. It spans from the very beginning with teacher preparation and throughout the career of teacher (Feiman-Nemser, 2001). Because teacher education is never ending, supervision is critical to a teacher’s growth and practice.
As a teacher, I believe that students learn best when they are in collaboration with their peers. During this collaboration, students learn how others think, they are able to understand concepts that were misunderstood and they work together to solve a dilemma. As students collaborate, a teacher facilitates by asking questions, making suggestions, or participating in conversation. This same type of collaboration among educators can allow for teacher growth and an improvement in teaching practices.
Every teacher is different and this is why supervisors need to understand the readiness of the teacher they are coaching. Supervision is developmental and supervisors work to meet the need of individual teachers (Glickman, Gordon, Ross-Gordon, 2014). This can only be discovered through a foundation of trust built between the supervisor and teacher (Costa & Garmston, 2002; Glickman, Gordon, Ross-Gordon, 2014; Nolan & Hoover, 2012).
Because the relationship between supervisor and teacher requires a deep trust, it is important that the supervisor fulfill the role of supervisor only (Nolan & Hoover, 2010). A successful supervisory relationship is built upon collaboration. The supervisor and teacher work together to improve instruction, to solve a problem or tackle any other issues that may arise, all for the purpose of creating a positive learning environment for students (Sergiovanni & Staratt, 2007). Within this process, supervisor and teacher practice continuous reflection and inquiry into their own practice. It is important that the supervisor and the teacher recognize that each brings expertise to the table and that it is not necessary that they agree, but that they respect the beliefs of the other.
I believe that supervision and evaluation are two roles that are essential to a teachers learning. Supervision provides coaching for a teacher to help him/her improve their practice. Evaluation is a way of letting a teacher know how they are doing and it is a way of holding a teacher accountable (Nolan & Hoover, 2010). These roles are not synonymous. Since these are two distinct roles, two separate people should fulfill them (Nolan & Hoover 2010). To have a supervisor fulfill the role of evaluator, can erode away the trust that has been built. A teacher may struggle to share concerns and struggles with a supervisor that is also their evaluator.
The ultimate goal of supervision is to impact teacher practices in order to increase student achievement. As a supervisor the goal is to help each teacher become a self directed learner (Costa & Garmston, 2002). There are many factors that affect a teacher and his/her ability to reach a level of self-directed learning. As teachers start learning about their profession as teacher interns, they are gaining knowledge through formalized learning (Cochran-Smith & Lytle, 1999). The supervisor’s role during this stage is to coach and support the intern as they transfer the knowledge learned in coursework to their practice in the field experience. As they transition into their teaching career, their learning comes from other expert educators (Cochran-Smith & Lytle, 1999). I believe that during this stage of learning, the supervisor is coaching the teacher in how to take the knowledge of the expert teacher and adapt the learning to meet the needs of the students in his/her classroom. Finally, teachers who are in the stage where they are concerned about the impact on student learning, start constructing their own knowledge through inquiry. Cochran-Smith & Lytle (1999) refer to this as “knowledge-of-practice” (p.250). It is in this stage that teachers begin to generate knowledge about their own practice and become self- directed learners.
Teachers are individual learners; they process information differently and need varying levels of support. Supervisors need to be cognizant of the type of support a teacher needs as well as how they process new information (Nolan & Hoover, 2010; Costa & Garmston, 2002). With this knowledge and a foundation of trust, supervisors can “walk” with teachers through the learning process and eventually help them become self- directed learners.
References
Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowing and practice:
Teacher learning in communities. Review of Research in Education, 24, 249-305
Costa, A. L., & Garmston, R. J. (2002). Cognitive coaching: A foundation for
renaissance schools, (2nd ed.). Norwood, MA: Christopher-Gordon Publishers
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to
strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
Glickman, C., Gordon, S.P., & Ross-Gordon, J.M. (2013). Supervision and instructional
leadership: A developmental approach, (9th ed.). Boston: Allyn & Bacon.
Nolan, J., & Hoover, L.A. (2010). Teacher supervision and evaluation: Theory
into practice. Hoboken, NJ: Wiley. (3rd edition)
Sergiovanni, T. J., Starratt, R. J. (2007). Supervision: A redefinition, (8th Ed.), (xv-53).
Boston, MA: McGraw-Hill.
As a teacher, I believe that students learn best when they are in collaboration with their peers. During this collaboration, students learn how others think, they are able to understand concepts that were misunderstood and they work together to solve a dilemma. As students collaborate, a teacher facilitates by asking questions, making suggestions, or participating in conversation. This same type of collaboration among educators can allow for teacher growth and an improvement in teaching practices.
Every teacher is different and this is why supervisors need to understand the readiness of the teacher they are coaching. Supervision is developmental and supervisors work to meet the need of individual teachers (Glickman, Gordon, Ross-Gordon, 2014). This can only be discovered through a foundation of trust built between the supervisor and teacher (Costa & Garmston, 2002; Glickman, Gordon, Ross-Gordon, 2014; Nolan & Hoover, 2012).
Because the relationship between supervisor and teacher requires a deep trust, it is important that the supervisor fulfill the role of supervisor only (Nolan & Hoover, 2010). A successful supervisory relationship is built upon collaboration. The supervisor and teacher work together to improve instruction, to solve a problem or tackle any other issues that may arise, all for the purpose of creating a positive learning environment for students (Sergiovanni & Staratt, 2007). Within this process, supervisor and teacher practice continuous reflection and inquiry into their own practice. It is important that the supervisor and the teacher recognize that each brings expertise to the table and that it is not necessary that they agree, but that they respect the beliefs of the other.
I believe that supervision and evaluation are two roles that are essential to a teachers learning. Supervision provides coaching for a teacher to help him/her improve their practice. Evaluation is a way of letting a teacher know how they are doing and it is a way of holding a teacher accountable (Nolan & Hoover, 2010). These roles are not synonymous. Since these are two distinct roles, two separate people should fulfill them (Nolan & Hoover 2010). To have a supervisor fulfill the role of evaluator, can erode away the trust that has been built. A teacher may struggle to share concerns and struggles with a supervisor that is also their evaluator.
The ultimate goal of supervision is to impact teacher practices in order to increase student achievement. As a supervisor the goal is to help each teacher become a self directed learner (Costa & Garmston, 2002). There are many factors that affect a teacher and his/her ability to reach a level of self-directed learning. As teachers start learning about their profession as teacher interns, they are gaining knowledge through formalized learning (Cochran-Smith & Lytle, 1999). The supervisor’s role during this stage is to coach and support the intern as they transfer the knowledge learned in coursework to their practice in the field experience. As they transition into their teaching career, their learning comes from other expert educators (Cochran-Smith & Lytle, 1999). I believe that during this stage of learning, the supervisor is coaching the teacher in how to take the knowledge of the expert teacher and adapt the learning to meet the needs of the students in his/her classroom. Finally, teachers who are in the stage where they are concerned about the impact on student learning, start constructing their own knowledge through inquiry. Cochran-Smith & Lytle (1999) refer to this as “knowledge-of-practice” (p.250). It is in this stage that teachers begin to generate knowledge about their own practice and become self- directed learners.
Teachers are individual learners; they process information differently and need varying levels of support. Supervisors need to be cognizant of the type of support a teacher needs as well as how they process new information (Nolan & Hoover, 2010; Costa & Garmston, 2002). With this knowledge and a foundation of trust, supervisors can “walk” with teachers through the learning process and eventually help them become self- directed learners.
References
Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowing and practice:
Teacher learning in communities. Review of Research in Education, 24, 249-305
Costa, A. L., & Garmston, R. J. (2002). Cognitive coaching: A foundation for
renaissance schools, (2nd ed.). Norwood, MA: Christopher-Gordon Publishers
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to
strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
Glickman, C., Gordon, S.P., & Ross-Gordon, J.M. (2013). Supervision and instructional
leadership: A developmental approach, (9th ed.). Boston: Allyn & Bacon.
Nolan, J., & Hoover, L.A. (2010). Teacher supervision and evaluation: Theory
into practice. Hoboken, NJ: Wiley. (3rd edition)
Sergiovanni, T. J., Starratt, R. J. (2007). Supervision: A redefinition, (8th Ed.), (xv-53).
Boston, MA: McGraw-Hill.