Personal Supervisory Platform
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Personal Supervisory Platform
Personal Supervisory Platform
Marisela Valencia Salas
Department of Education, Eastern Washington University
EDU551: Supervision of Instruction
Pam Veltri
February 8, 2022
Personal Supervisory Platform
This paper aims to examine various questions regarding an instructional
supervisor in maintaining a climate of mature respect and healthy relationship with
students and teachers for the contribution of students' academic success.
Consequently, the purpose of this is to review the current research on the best
practices:
1.
Principals' qualities need to be effective as role models knowledgeable in
supervision.
2.
They are analyzing the organization's overarching effects in maintaining
substantive principal-teacher relationships on student academic achievement
and: 4 the climate needs to be a place of learners that knows what teachers need
to teach proficient lessons.
Furthermore, the present paper intends to report findings to improve the overall success
of schools with student academic performance.
Each supervisor has a unique form of beliefs regarding what they are expecting
from their staff. However, a supervisor needs to make sure that they follow the rules and
regulations of the state, school district, and their school. The definition of the
instructional supervisor is the work that principals do to oversee and work with teachers
to provide a meaningful learning experience for the students in educational supervision.
The kind of principal needs to demonstrate positive behaviors in the school, so others
are willing to follow. For instance, a director using directive control in their building won't
have too much success. A supervisor needs to play the helper's role and not be using
directive control on teachers. A teacher wanting to improve their teaching philosophy
needs to motivate change. A kind principal who wants to work with teachers is more
Personal Supervisory Platform
welcome in the classroom than a controlling supervisor. The instructional supervisor
needs to work with all the staff and get feedback on their performance so that they can
improve themselves, not just teachers. "The instructional supervisor using the strategy
gathers feedback from all groups that she or he works with, including teachers,
students, other supervisors, and central office administrators" (Glickman., et al 2018). A
principal will get critical feedback because he can get data from multiple workers. The
principal conducts frequent observations on teachers to assist them in providing
feedback that will help their instruction. The supervisor's instruction is in an environment
that consists of lots of collaboration with teachers, parents, community members, and
other stakeholders. An instructional supervisor needs to look for new research on the
best practices for teaching, and teachers need to have a growth mindset and be willing
to apply it in the classroom in a practical way.
The ultimate purpose of instructional supervision is to be a place of learning for
all. Principals' instructional supervision is their knowledge to assist students and
teachers. "Principals, as instructional leaders, are primarily responsible for promoting
effective teaching implementation (Chen 2018). Instructional supervisors also make
sure that teachers dialog with each other to have the equipment to assist students'
performance. They also have a good picture of different instructional strategies to help
teachers. Principals should be instruction teachers, not just have the administration's
role. They need to engage teachers in a way that can creatively improve their teaching.
"If teachers can get useful feedback from principals' supervision of their instruction, they
can implement KM behaviors into their professional development (Chen 2018). An
organization with skills that shares the knowledge in their environment is more likely to
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Personal Supervisory Platform
assist teachers in becoming intelligent in their profession. According to research, the
sharing of knowledge between teachers can assist teachers in becoming adaptive,
innovative, and intelligent in professional development. The principals can evaluate
teachers' performance in a short period because they clearly understand the target.
There are goals with instructional supervision, like providing feedback, solving
problems, assisting teachers in improving their skills, and helping maintain a positive
climate for teachers with their attitude towards the school. Teachers will ultimately be
able to solve issues in their instruction by self-improvement. Instructional supervision is
continuous so that everyone helps and learns from each other to assist students better.
For students to be successful, there needs to be the assistance of administrators in
making sure that teachers become more knowledgeable, resourceful, skillful, and able
to meet the needs of the students.
A supervisor needs to have the desired qualities to be an effective instructional
supervisor, be a role model, be knowledgeable, have supervision skills, and experience teaching
in a subject to ensure that all students receive a good education. Instructional supervisors are
crucial for determining the effectiveness of the school; they have several tasks in a school, like
supervision of teachers' instruction, development of staff, and the curriculum. A supervisor needs
to have the skill of being viewed as someone supportive and professional, willing to work for
success. A supervisor needs to have strong communication skills and thinking skills to be able to
move the school in its mission. Principals sometimes need to give some roles to others, and their
main focus is to ensure that there is high-quality learning for students. This role has changed
with the principal's role in the pandemic. They have forgotten their principal supervisors and
have played other functions, like distributing food or laptops to students. Principals need to have
Personal Supervisory Platform
the skill of "teaching-and-learning approach — engaging in modeling and other practices
characteristic of high-quality mentoring — to help principals grow as instructional leaders"
(Honig et al., 2020). Supervisors instructional have an understanding that they are not working
along but with a group of staff leaders. They understand that they are in an organization to
support teachers to learn to better themselves. To be successful in the school, a principal needs to
improve the "quality of teachers within the building" (Lathan, 2021). They also need to hire
teachers who have high qualities and hold staff with high expectations for students' learning by
ensuring that they are growing in professional development.
An essential question that principals need to understand to be successful and
create a climate of learners is knowing what teachers need to teach proficient lessons.
When teachers’ needs are not being met they are more likely to “leave the classroom
within the first three years, and as many as half leave after just five years” (Exstrom
2009). Teachers need a very supportive school environment, safe environment,
engaged parents and community, and enough time for collaboration or professional
development. This learning environment is safe and, most notably, an atmosphere of
respect and trust. When the needs of teachers are met, they are more likely to stay and
work in an environment of learning where students are achieving at higher levels.
The relationship between a principal and a teacher needs to be healthy and
contribute to students' success. The principal offers instruction on the best practices for
teaching in a professional development atmosphere. The relationships that exist can
help with student achievement. The principal needs to work with teachers in bettering
Personal Supervisory Platform
discipline issues in the classroom. In the school environment, there needs to be daily
interpersonal interactions of principals to build trust. The working environment consists
of a healthy social environment where the principal communicates with the teachers." "
Thus leaders must be consummate relationship builders with diverse people and
groups-especially with people different than themselves" (Herrington et al., 2006). The
principal needs to motivate teachers to do their best.
The changes that instructional supervisors need to make of the current practice
is that they need to use data from standardized assessments to continue to make
improvements for the school. They need to make sure that teachers create a learning
environment that nurtures and welcomes all students. The principal needs to lead by
example so that teachers and students can admire and respect the leader. The
principal's primary goal is to work with the school for more than five years because
turnover is not good for the students. "Principal turnover has a more significant
negative effect in high-poverty, low-achieving schools — the very schools in which
students most rely on their education for future success" (Lathan, 2021). A study
showed that for a school to have high turnover, the principal needs to be working in
that school for more than five years. Principals need to understand that transformation
of a school does not happen overnight; rather, it takes time. A principal school needs
to have a thirst for knowledge because, more likely, they do not know everything, so
they need to be questioning and sometimes learning from teachers or other staff.
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Personal Supervisory Platform
My story of becoming a principal is that I want to change teachers and students
for academic success. There have been situations where I disagree with the principal's
decision. So, if I were a principal, I am asking if I would do things differently. For
instance, there was a time that I felt discriminated against and not with the option of
proving my abilities. I was working for a middle school, and the principal did not want to
give me the position because of not having experience. Because of this situation, I left
for another school district. However, this year I was allowed to return to the school
district by working at another middle school. Principals, as mentioned in this article, are
not to be instructional supervisors who teach and assist teachers to better themselves
by providing collaboration and assistance. In my experience, I had the experience of
principals who refuse to do their job by making it simple as not wanting to work with you.
This attitude is not acceptable to what I stand for. Therefore, I will be the change in
ensuring that teachers have the tools to flourish and learn from someone who always
wants to know.
In sum, a principal has various tasks to maintain an environment of respect and
collaboration for the growth of students academically. A kind principal who wants to
work with teachers is more welcome in the classroom than a controlling supervisor.
Instructional supervisors also make sure that teachers dialog with each other to have
the equipment to assist students' performance. They also have a good picture of
different instructional strategies to help teachers. Principals should be instruction
teachers, not just have the administration's role. The principal also needs to motivate
teachers to do their best to better themselves in providing time for collaboration and
coaches who can assist in improving teachers' performance.
Personal Supervisory Platform
Reference
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018).
Supervision and
instructional leadership: A developmental approach
. Pearson.
Chen, C.-C. (2018, August 22).
Facilitation of teachers' professional development
through principals' instructional supervision and teachers' knowledge- management
behaviors
. IntechOpen. https://www.intechopen.com/chapters/61746
Honig, M. I., Meredith I. Honig Lydia R. Rainey MEREDITH I. HONIG
(mihonig@uw.edu; @Meredith_Honig) is professor of educational policy, Rainey, L. R.,
Saltzman, A., Fagell, P. L., Starr, J. P., Ferguson, M., Kim, R., McIntosh, K. M., Stitzlein,
S. M., & Russo, A. (2020, September 19).
A teaching-and-learning approach to principal
supervision
. kappanonline.org.
Lathan, J., Director, A., », R. F. B., & Dr. Lathan has 20-plus years of experience in
Higher Education Administration and Online Education Administration. His areas of
expertise include online learning pedagogy and online teaching and learning best
practices.As an advocate for quality online ed. (2021, September 8).
10 traits of
successful school leaders
. University of San Diego.
Smith, E. (n.d.).
What teachers need: September 2009
. SL Mag: What Teachers Need.
Retrieved January 17, 2022, from
https://www.ncsl.org/research/education/sl-mag-what-teachers-need.aspx
The critical role of the teacher- principal ... - ed
. (n.d.). Retrieved January 17, 2022, from
https://files.eric.ed.gov/fulltext/ED491985.pdf
Personal Supervisory Platform
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