Supervision Approaches: Supervisor's Self Assessment

Supervision Approaches: Supervisor's Self Assessment

Introduction

In 21st Century supervision must be carried out through collaborative techniques. This technique is arising from constructivist paradigm. There are several techniques through which collaborative supervision can take place. Collaborative supervision is necessary for the development of students and teachers as together they can learn and grow together. Student involvement is necessary. When students and teacher are both involved and work towards achievement of a particular goal or objective then students are more likely to display enthusiasm (Rettig et al, 2000). With collaborative supervision, supervisor and supervisee both come at the same level and each person contributes to the decision making and information sharing. The contributors are respected and their opinions are considered. It also helps in developing a learning environment according to the problems of the individuals and then providing solutions to those problems (Aducci & Baptist, 2011).

Discussion

Identification and Definition of my beliefs and philosophy of supervision

With the help of collaborative learning teachers continually develop themselves and through collaborative learning, which results in sustainability of educational as well student growth and development. Through collaborative supervision reflective learning practices develop among the teachers and students. Reflective practices help in continuous development of teachers because it involves plan of action and focus (Rettig et al, 2000).

Collaborative techniques are used in order to encompass the needs of the teachers and by teachers it means that each individual teacher and providing them substantial knowledge in order to develop themselves professionally. In collaborative supervision teachers decide whether they wish to receive clinical supervision.

Through mentorship the senior teachers or most experienced teachers of the school can work collaboratively with other teachers which are inexperienced or have little knowledge about teaching, in order to improve the class room techniques along with other teachers. Through collaborative supervision mentors can facilitate the process of learning and development in the school. All communication and knowledge sharing which takes place between mentors and teaching faculty is not disclosed. With the help of mentorship teacher can develop action plans collaboratively. Similarly teachers can be mentors to the students who are studying in the school. Students and teachers together can develop learning strategies and action plans (Rettig et al, 2000).

Teaching becomes effective when the pupil in the class learns what the teacher wants to teach them. The student in the class should be showing willingness to learn rather than they are being forced to learn. The major problem faced by the teacher is that, how they should be improving their teaching skills. Teachers sometimes lack basic knowledge about teaching and they start following the ongoing trends in teaching. This causes underdevelopment of teaching skills (Fritz & Miller, 2003).

Supervision helps in promoting teacher efficiency and evidence of teacher's performance over the period of time. The inefficiency of the supervisor might affect the teaching ability of the teacher which in results in affecting the students. Non-cooperation of supervisor may affect the attitude of teacher as result teacher might not be able ...