QUESTIONS

Questions

Questions

Question 1

(a) Discuss the theoretical assumptions and methods of two “models” of supervision that were considered this semester. In your response you should discuss how these two approaches to supervision are similar to and different from each other (e.g., with regard to aspects of teaching competence they seek to develop; with regard to their assumptions about how teachers learn to teach; with regard to the sources of knowledge needed by teachers). Also provide a critical analysis of the strengths and weaknesses of each approach.

Answer

Supervision is the construction of individualized learning plans for supervisor working with clients. The systematic manner in which supervision is applied is called a model. Supervision in teaching routines, beliefs, and practices began emerging as soon as therapists wished to train others. The focus of early training, however, was on the efficacy of the particular theory (e.g. behavioral, psychodynamic, or student-centered therapy)(Zeichner and Tabachnick, 1982). The practice of teacher's supervision was to spread from these beginnings into education. Teachers Supervision norms were typically conveyed indirectly during the rituals of an apprenticeship. As supervision became more purposeful, three types of models emerged. These were: (1) developmental models, (2) integrated models, and (3) orientation-specific models (Waite, 1995).

University supervision of student teachers in a traditionally organized practicum is usually conducted either by permanent or adjunct faculty members or in research universities by doctoral students who travel to a number of different schools to supervise students. In the traditional programs at my university for example, graduate student supervisors travel to up to 11 schools per semester and can only make a limited number of visits to each student teacher because of all of the time that they spend travelling from school to school (Symth, 1986). These supervisors are often unfamiliar with the mentor teachers and their classrooms and often work with a different group of mentor teachers each term. The result is a lower quality of supervision than is possible through a professional development school model where the university supervisors are more integrally connected to the schools where student teachers teach (Sergiovanni and Starratt, 1988). Developmental supervision models and noted patterns. Studies revealed the behavior of supervisors changed as supervisor gained experience, and the supervisory relationship also changed. There appeared to be a scientific basis for developmental trends and patterns in supervision (Rogers, 1961).

A developmental model with three levels of supervisor: beginning, intermediate, and advanced. Within each level the authors noted a trend to begin in a rigid, shallow, imitative way and move toward more competence, self-assurance, and self-reliance for each level (Richardson-Kohler, 1988). Particular attention is paid to (1) self-and-other awareness, (2) motivation, and (3) autonomy(Martinez, 2004).

For example, typical development in beginning supervisor would find them relatively dependent on the supervisor to diagnose/understand/explain student behaviours and attitudes and establish plans for intervention. Intermediate supervisor would depend on supervisors for an understanding of difficult clients, but would chafe at suggestions about others. Resistance, avoidance, or conflict is typical of this stage, because supervisee self-concept is easily threatened (Orland-Barak, ...