Supervisory Options for Instructional Leaders in Education

Supervisory Options for Instructional Leaders in Education

Introduction

"Instructional supervision is the function in educational systems that draws together the discrete elements of instructional effectiveness into a whole educational action" (Glickman, Gordon, & Ross-Gordon, 1995, p. 15). Supervision, teaching, and learning are major components of this educational system (Montgomery, 1999). Without these components the educational system may not be effective. Each student who applies constructive, cumulative, self-organized, goal oriented, situated, and individually different (Montgomery, 1999) knowledge achieves effective learning, which should be the teacher's primary focus in education. Glickman, Gordon, and Ross-Gordon (2001) suggest that blame for lack of student learning could be placed on teachers and their teaching techniques. Because the teacher cannot learn for the student, learning essentially becomes the responsibility of the learner (student). Therefore, the teacher's role is to facilitate and promote learning.

Montgomery (1999) noted, "Effective teaching is occurring where the majority, preferably all the pupils, learn most of what the teacher intended. The pupils want to learn and do not have to be made to" (p. 126). This goal is very difficult to accomplish, and for some teachers it may take several years, if it happens at all.

In previous research, Cogan's (1973) argument was "the difficulties teachers face in learning how to teach and in improving their teaching on the job is at the root of the major problems in the preservice and inservice education of teachers" (p. 15). Current research by Montgomery (1999) has also publicized that most teachers lack grounding in relevant teaching theory and become susceptible to fashions and fads in teaching. Therefore, many teachers are unable to develop an effective system for teaching. Effective leadership by the instructional leader, however, may provide a platform for improving the teaching process.

In the Situational Leadership Model, the task and relationship leadership behaviors are matched with the readiness of the follower to form four main categories. Those categories are 1) telling, 2) selling, 3) participating, and 4) delegating. During the telling phase of the model, the leader must give specific instructions and closely supervise followers. The followers at this level do not display the necessary knowledge or skill to perform a particular task and therefore are not confident in their abilities. As the model progresses into the selling phase, followers still do not display complete knowledge or skill for a particular task, but they have become more confident or committed toward the work environment. The leader must still provide guidance but must also include the opportunity for dialogue with followers. The participation phase for the leader shifts from a directive role to an encouraging and communicating role. The followers at this level understand the tasks to be achieved but now may lack motivation and/or commitment. The final phase, delegating, allows the leader to observe/monitor followers. In addition, the leader provides opportunities for followers to take responsibility and to implement tasks. The followers in this phase have the required knowledge and skill to perform a particular ...