What is Supervision? To watch over a particular activity or

task being carried out by other people and ensure that it is carried out correctly

To be in charge of a group of people engaged in some activity and to keep order or ensure that they carry out a task adequately

Encarta Dictionary

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What is Supervision?Supervision is more about appreciation than monitoring.

It is more about celebrating excellence than identifying and correcting mistakes.

2

Why Supervise? To ensure quality services

For staff retention

Ongoing monitoring

Continuous quality improvement 3

Development of Supervisors

What have I gotten myself into? Maybe I do know how to teach What’s new? This is who I am

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Supervisory DevelopmentPhase 1: Beginning Phase 2: Extending Phase 3: Maturing

Concerned with self Anxious Critical of self Seeks support from many sources Rewards are self -centeredCopes in several ways Plays the role of supervisor Avoids responsibility Orients self to role Uses trial and errorIn process of conceptualizing the roleUncomfortable with authorityDevelops new realizations about self

“If only I….”Accepts leadership with ambivalence

Can discuss problems and concerns more objectively

Concerns are centered on others

Better understanding of others and the program

More comfortable with authority

High expectations for selfMore confident more relaxed

Knows self and can evaluate self openlySense of being in chargeGreater sensitivity toward and understanding of supervisees Recognizes expertize of superviseesMore realistic about job and what can be doneConcerns with ideas/issuesHas well designed philosophical frame of referenceStimulated by outside contact; gets rewards from solving problemsContinues to be critical, but sees self as learner

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Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y

Core Principles Develop an atmosphere of

safety, trust and consistency

Respect and teach the importance of supervision

Create an environment of learning and exploration

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Core Principles Introduction of new ideas as

possibilities

Use of self-reflection

Learn from your mistakes

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Components of Supervision

Job description

Interview

Observation

Professional development goals

Ongoing feedback

Accountability

Continuous quality improvement

8

Cycle of Supervision

Job description

Orientation

Observation

Feedback

Goal setting

Evaluation

9

Observation

Purpose

Strategies

10

Feedback

Timing

Formal and informal

Documentation11

Goal Setting

Professional Development

Accountability

12

Professional Development

Types

Individual

13

Phases of Teacher Development

Lillian KatzStage1:Survival

Stage2: Consolidation

Stage 3: Renewal

Stage 4:Maturity

First year

Experiences self-doubt and feelings of insecurity

Begins to focus on specific skills and tasks

Third to Fourth YearBegins to tire and feel a need for renewal

Extends beyond fifth year

Recommended Direct on-site support and technical assistance

On-site assistanceAccess to specialist

Advice from colleagues and consultants

Attending conferences

Joining professional organizations

Analyzing their teaching

Attending conferences

Participates in institutes and degree programs

Writing for journals 14Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press,

New York, N Y

15Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y

16Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y

17Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y

18Caruso, J. & Fawcett, M. T. 1999. Supervision in early childhood education, A developmental perspective. Teachers College Press, New York, N Y

The Generations

Traditionalists: 1922 – 1943 Baby Boomers: 1944 – 1964 Generation X: 1965 – 1977 Generation Y: 1978 – 1994 Generation Z: 1995 - ?

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Baby Boomers

1944 – 1964

IdealisticCompetitiveQuestioners of AuthorityTend to be optimisticLike teamworkTend to be self-centeredEager to put their own stamp on things

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Generation X MillennialsBorn 1965-1976 51 million

Born 1977 – 199875 million

Accept diversityPragmatic/practicalSelf-reliant/individualisticReject rulesKiller lifeMistrust institutionsPCUse technologyMultitaskLatch-key kidsFriend-not family

Celebrate diversityOptimistic/realisticSelf-inventive/individualisticRewrite the rulesKiller lifestyleIrrelevance of institutionsInternetAssume technologyMultitask fastNurturedFriends = family

Mentoring Do’s· Casual, friendly workenvironment· Involvement· Flexibility and freedom· A place to learn

Mentoring Do’s· Structured, supportive workenvironment· Personalized work· Interactive relationship· Be prepared for demands, highexpectations

21retrieved 03/07/2010 from http://apps.americanbar.org/lpm/lpt/articles/mgt08044.html

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http://nkilkenny.wordpress.com/2006/08/30/generational-learning-styles-and-methods/

Establishing a Learning Environment

The director’s responsibility

If teachers have a good learning environment for themselves, they will create a good learning environment for children

Adults need to be safe, have enough resources, and be encouraged to play 23

Establishing a Learning Environment

Examining Our Beliefs About People

Understanding Adult Learners

Creating An Adult Environment

Providing Choices 24

Thoughts for Staff Development

Give thought to the environment

Provide choices for different needs and interests

Emphasize dispositions

Promote observation, collaboration, and mentoring

Create a culture of curiosity, research, and storytelling

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Evaluation

Job Description

Goals

Accountability

26

Quality Improvement

Gathering data

Planning

27

Being Heard

Be clear

Be direct

Be empowering

Be consistent

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Summary Effective supervision requires

specific skills. Supervision is a process for

supervisees and supervisors Supervision is most effective

when customized to the employee.

Communication is the key to effective supervision.

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“The best supervisors I’ve had…listened intently, found something to value, and

then recast what I told then, embellishing it with something of their own. The

experience of good supervision is like finding a fellow traveler on a challenging journey, a companion worthy of trust who

has visited similar destinations. This fellow traveler knows many routes to our goal but is open to discovering a different path, a path we walk together, often with

me in the lead, except when I miss the flowers to smell, or when I stumble or

can't find my way. Then the supervisor is there to guide, even to prod a little, to

bolster my courage, and to help me regain my footing and focus, to help me find my

strength.”R. Shahmoon-Shanok

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Carter, D & Curtis, D. 2010. The Visionary Director, 2nd. Redleaf Press, St. Paul, MN

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Program

Vision

Coaching & MentoringManag

ing

& Ove

rsee

ing

Building & Supporting Community

Calendar

Time Spent – use highlighters

Managing and Overseeing Coaching and Mentoring Building and Supporting

Community

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