Historical Perspective on Supervision Research Paper

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Introduction



The historical review of supervision in schools starts in the colonial age when supervision of teaching methodology was done through the procedure of external scrutiny with local individuals appointed to review how the instructors had been teaching and how pupils had been learning. This particular format for assessment continues to be a benchmark in the process of supervision all through its evolution. Supervision only developed into a formal process within the governmental school systems during the 1830s wherein school administrations started using supervision due to population growth in key cities all over the U.S (Glanz and Sullivan, 2005; Tracy, 1995). This led to the development of urban school systems which ultimately had to be assessed by independent superintendents to make sure that the appropriate curriculum had been followed and pupils were effective at reciting the lessons.

Early years and the starting point of supervision



The term, “supervision” has its roots in Medieval Latin. The term "Supervision" is anchored in the method of checking for deviations or mistakes. The earlier effect of the punitive element of supervision is actually common in early techniques of supervision in which the main objective was corrective; supervisors pointed out the errors and this led to an evaluation. US schooling, usually, throughout the nineteenth century had been primarily rural and suburban, unbureaucratic and run by local authorities. The classical nineteenth century school had been a little, one room schoolhouse. The instructors were young adults, badly paid, and hardly ever educated beyond the elementary disciplines; teachers had been employed and supervised mostly by the locals, who were not members of any self-standardizing profession (Hansot and Tyack, 1992). These locals (usually referred to as boards) who supervised schools weren't adequately trained; moreover, they were keen in the growth and development of the education sector (Button, 1961; Glanz and Sullivan, 2005).



A growing industrial base and the typical schooling structure which extended throughout the nineteenth century procreated large urban regions with more complicated school structures.

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In these bigger schools and districts, a need grew for instructors who acquired expertise in certain subjects and for administrators who might presume progressively complicated functions (Spaulding, 1955). One teacher within one school was usually selected to take on the administrative functions. This "principal" instructor eventually developed into the role, currently referred to as the “principal.”



The tendency toward specialized functions began in big urban districts and quickly spread to small cities and suburban areas (Tracy, 1995). Concurrently, it was recognized that clergy did not always have the capacity to make educated decisions about instructor effectiveness. Tracy writes, " Rather than simply understanding the mores of the community, the supervisor now needed to have subject area knowledge and teaching skills " (p. 323). Clearly, the educational clergy had been ill-prepared for this responsibility.

Supervision in the period of scientific control



The second half of the nineteenth century as well as the first half of the twentieth century had been dominated by 2 competing educational philosophies. One of them was centered on the philosophy of John Dewey who observed democracy, instead of scientific advancement, as the conceptual foundation of national advancement. He argued that schools must be disciplined in such a manner that pupils are able to perform citizenship and further build the foundation of democracy (Dewey, 1938). Developmental ideas like as a student-centered education, linking the classroom to the real life, differentiation based on pupil learning requirements, and amalgamation of subjects have been espoused by Dewey as means of connecting the gap amid learners' impassive role as well as the effective role they will have to play as adults.



The next perspective of training was embodied in the philosophy of Frederick Taylor. Going for a scientific and methodical philosophy of management, Taylor thought that measurement involving….....

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References

Dewey, J. (1938). The theory of inquiry. New York: Holt, Rinehart & Wiston.

Lewis, H., & Leps, J. M. (1946). When principals supervise. Educational Leadership, 3(4), 160-163.

Melchior, W. T. (1950). Instructional supervision: a guide to modern practice. Heath.

Spaulding, F. E. (1955). School superintendent in action in five cities. RR Smith.

Sullivan, S., & Glanz, J. (2005). Supervision that improves teaching: Strategies and techniques. Corwin Press.

Sullivan, S., & Glanz, J. (2013). Supervision that improves teaching and learning: Strategies and techniques. Corwin Press.

Swearingen, M. (1946). Looking at supervision. Educational Leadership, 3(4), 146-151.

Taylor, F. W. (1914). The principles of scientific management. Harper.

Tracy, S. J. (1995). How historical concepts of supervision relate to supervisory practices today. The clearing house, 68(5), 320-325.

Tyack, D., & Hansot, E. (1992). Learning together: A history of coeducation in American public schools. Russell Sage Foundation.

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