Learning Experiences and Teachers

¶ … 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 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, evaluation and teacher development.

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. 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.

The supervisor who can engage their staff and allow input and innovation will be much more than the supervisor who supervises with control and allows no challenge or input of thoughts and ideas. No one enjoys being shut down when they have ideas to make the workplace a better place, and teachers are certainly no exception.

Communication of course, is one of the most important and effective tools the supervisor can use, and keeping lines of communication open between staff, teachers, and parents can help create more trust and openness in the school, and with all participants. It is a given that all teachers and participants may not appreciate or even welcome the changes necessary to open up and develop amicable communication between everyone in a school. Some "old school" teachers may resent the necessary meetings and increased communication and involvement in their methods.

Some staff may feel meetings are time wasted. Whatever the opposition, once open communication is established and maintained, it can only enhance the student's learning.