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¶ … Teachers Benefit from Supervision? Yes," Lee Goldsberry offers an answer to Professor Waite's contention that teachers do not benefit from supervision and that supervision can be harmful to the educational process. Goldsberry is correct in his view that teachers benefit from supervision when it is good supervision and in any case need many of the processes which supervision brings, such as evaluation and direction. He is also right to point out the flaws in Waite's argument and to answer critics who would find fault with his view as well.
Goldsberry cites two primary reasons why teachers benefit from supervision -- because it makes them better teachers, and because it introduces accountability, which includes an assessment that contributes better definitions of what good teaching is. Of course, these are related, since accountability as Goldsberry describes it is part of the process of helping teachers become better. He begins by pointing out the shortcomings in Waite's argument. Waite says that teachers should not have supervision because supervision is often ineffective. It is true that much supervision is inferior, but this is not a reason for no supervision at all but rather a reason to work to make supervision better. Virtually everything can be ineffective if it is not done properly, and following Waite's view, we would have to do nothing at all for fear that doing something might be imperfect. Goldsberry rightly notes that supervision is effective when done properly,...
As Goldsberry states, there is evidence that some teachers have benefited from good supervision, making it apparent that good supervision is something to be desired. Of greater importance is the question of what benefits could be gleaned from good supervision, and much of what Goldsberry writes relates to this question. Goldsberry finds that a major reason for supervision is the need for accountability, which he calls "a rightful function of all supervision, and the only reason an organization needs to evaluate performance" (45). Such an evaluation provides the teacher with information as to his or her virtues and shortcomings, allowing for "reasoned enhancement of performance" (45) and to give others the assurance that performance is meeting standards.
One concern Goldsberry finds is characterized by him as semantic, for many people resist the idea of being "evaluated" though they might not object if a different word were used. For that matter, some object to the word "supervision" as well, for in both cases the words have acquired a sense of something being imposed on unwilling participants. What…
To include: the study of mathematics, science, English, geography, second languages, history, reading comprehension, writing and vocabulary. To achieve these different objectives, administrators will work hand in hand with educators to create lesson plans that will inspire their students. During this process, is when the administrator will evaluate each individual teacher and identify areas where they can improve. This will help them more effectively reach out to their students.
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
Supervision Tasks "We are used to thinking of a curriculum as something that robs the teacher of her professional judgment…we believe that… when developed through careful, extended work with diverse students and teachers…[new curriculum] are a tool that allows the teacher to do her best work with students" (Russell, 2007). Fellow Teacher (Susan) Why is great attention paid to curriculum development in this school? It is a widely accepted belief in public schools that
Supervision: When to Use Directive Control Behaviors This paper is about many different aspects of effective supervision, training and evaluation, but the main concern here is control. It can be assumed that the supervisor has control over the supervisory situation, but this would be an oversimplification of the relationship between a line employee and their direct boss. Control is a shared entity because though the supervisor may determine the course an
supervision of instruction. The reference page appends three sources in APA format. Supervision of Instruction Education is that weapon which equips the student learning body with the right qualities essentially needed to be a success in today's cutthroat competition. It is the ultimate source of soul searching, mind healing and heart enlightening. Therefore, education has been one of the necessities throughout the human history, a fact that makes both the medium
Likewise, engaging in too much control over a Stage III supervisee could lead to quite a bit of tension in the supervisor/supervisee relationship and result in negative transference to clients in counseling sessions. Nonetheless, this notion that counseling supervisees develop in relatively predictable stages and that an effective supervisor can best help them progress by approaching them at the level of supervision that corresponds to their own development is