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¶ … Supervision of instruction [...] Collegial Relationship Possible Between Supervisors and Teachers? Yes, by Barbara Nelson Pavan, and support the author's point-of-view.
SUPERVISION OF INSTRUCTION A good supervisor not only manages his or her staff well, they involve them in the decision making process, because staff are the people who interact with the students each day, and have valuable experience and input.
The author opens her article by stating, "Unless supervisors develop a collegial relationship with teachers, they are basically ineffective as they seek to improve the instructional program for children" (Pavan 136). The author thereby states her thesis at the start of the article, and it is a compelling and very interesting thesis. While supervisors have a variety of duties, including developing curriculum, organizing and providing staff for instruction, providing facilities and public relations, one of their most important duties is supervising and motivating existing teachers.
The author believes teachers should have input into all areas of supervision that effect them, such as curriculum, facilities, and of course,
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As the author states, "The picture that comes to mind is that of a supervisor who involves all teachers in the instructional life of the school, [...] (Pavan 138).
The author goes on to say supervision is necessary to help teachers improve their methods and delivery, and give the best possible classroom experience, and as such, the supervisor becomes a member of the group, rather than an adversary and "snoopervisor." As the author goes on to say, "A trusting relationship is developed when supervisors do not claim to know "the one right way" to handle a particular situation, but will explore with teachers a variety of options" (Pavan 140). This is true of any supervisory relationship, whether business or educational.…
Works Cited
Pavan, Barbara Nelson. "Is a Collegial Relationship Possible Between Supervisors and Teachers? Yes." Educational Supervision: Perspectives, Issues, and Controversies.
However, flexibility towards approaching the patent-child relationship may be necessary. The teacher must, having conditioned him or herself to assume authority without question, try a different learning technique, having met with an obstacle. Essentially, the teacher must look towards other methods of reinforcement for both the parent and child, to bring the pair back into his or her sphere of authority. One possible method is to try other ways to
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