Supervision Models of Supervision: Supervisory Essay

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This enables the supervisor to target specific domains which the supervisee is lacking. It also encourages the young teacher to set meaningful goals (which is yet another criticism of professional development plans, because some teachers may genuinely not know how to set useful goals for themselves and their students). However, for a more seasoned professional, the "intensive, hierarchical, interpersonally focused relationship" might seem smothering, even patronizing, and they may believe that they are better able to set goals for themselves, based upon past knowledge (Knoff 1968: 241). And once again, administrative support of teachers is demanded to ensure that the goals for teachers regarding education and enhancing student experiences in the classroom can truly become a reality.

Differentiated or diversified supervision has become increasingly popular in light of critiques of traditional teacher education programs and the rise of alternative certification of teachers trained in different disciplines who wish to enter the classroom. "The differentiated model of supervision …is framed in such a way that new faculty, excellent faculty, and troubled faculty are all given individual attention best suited for their own needs. There are four approaches ranging from directive supervision, to directive informational supervision, to collaborative supervision, to nondirective supervision" (Rettig, Lampe & Garcia 2000:2). Thus differentiated or diversified supervision allows for supervision and guidance specifically tailored to the teacher's needs.

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Like clinical supervision, there are individuated goals, but these are less formalized as part of a holistic program, given that the various backgrounds of teachers will present specific challenges: the challenge of a new graduate uncertain of his or her ability to hold the attention of a class because of youth is different than that of a middle-aged professional teaching math to young people for the first time and is uncertain of how to hold their attention. "Teachers trained through a traditional route who participated were more positive about feeling prepared or very prepared than their alternatively trained counterparts. On many of these items the difference was statistically significant" (Elliot, Isaacs & Chugani 2010: 140). A troubled professional may be given additional support with directive supervision, while a teacher who shines will be allowed to flourish in an atmosphere of nondirective supervision and may even be asked to share his or her strategies with other teachers. Teachers' different responsibilities (such as those teaching ESL students in a mainstream classroom) may also mean that different levels of supervision may be required from year to year. And this allows for a more effective use of school resources, given that not all teachers require intense supervision.

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