Transcript Developmental Supervision: An Introduction

Rev. Dr. Michelle Oberwise Lacock
Aurora Health Care Milwaukee, Wisconsin
7/18/2015
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
Glickman, Carl D., Stephen P. Gordon,
and Jovita M. Ross-Gordon.
SuperVision and Instructional
Leadership: A Developmental
Approach. Boston: Allyn & Bacon, 2010.
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◦ 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
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What is it?
Kno
Knowledge
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Chose best
approach
Apply
Foster SES
development
Increase
choice and
decision making
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Essentialism
Idealism – Absolutes
Realism – Natural Laws
 Supervisory process:
 Teaches truths about supervising.
 Knowledgeable about absolute standards.
 SES digest truths = good supervisors
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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
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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 selfdiscovery and make decisions
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Essentialism
View of
reality:
Exists outside
humans,
absolute,
unchanging
How to
learn about
reality:
Train the
mind to think
rationally
Supervisor:
Expert
Experimentalism
Existentialism
Reality is what
works; tentative
and changing
Individual
forms their
own destiny
Experiment
Selfdiscovery
Guide of Trial
and Error
Facilitator
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Essentialism
Experimentalism
Existentialism
Decision
Making
Responsibility:
Supervisor
High;
Supervisor
equal; SES
equal
Supervisor
Low; SES
High
Supervisory
belief:
Directive
Collaborative
NonDirective
SES Low
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Location (historical context)
Dominant/Minority cultures
Cultural assumptions
Culturally responsive
◦ Ethnocentric
 denial, defense, minimization
◦ Ethnorelative
 acceptance, adaptation, integration
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Nondirective Interpersonal Approach
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Collaborative Interpersonal Approach
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Directive Informational Interpersonal Approach
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Directive Control Interpersonal Approach
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Nondirective
Listening
Clarifying
Encouraging
Reflecting
Presenting
Collaborative
Presenting
Problem Solving
Negotiating
Directive Informational
Directing
Standardizing
Directing
Directive Control
Standardizing
Reinforcing
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Approach
Nondirective
Outcome
SES self plan
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Collaborative
Mutual Plan
Directive
Informational
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Directive Control
Training Supervisor
suggested plan
Training Supervisor
assigned plan
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Ideally only used for a short duration when…
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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
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SES at fairly low developmental levels
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SES does not possess knowledge about an issue
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SES feels confused, inexperienced, or at a loss
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When time is short, constraints clear, and
quick, concrete action required
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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
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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
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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
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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?
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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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