Essay On School Teaching And Supervision ✓ Solved

Essay On School Teaching And Supervision

Schools, Teaching, and Supervision

My beliefs are supervisors are in a school to be leaders and raise the bar for the school, teachers, students, and community. Supervisors are there to continually drive the school mission and vision statements. My beliefs as a future supervisor most closely follow the philosophy of essentialism. Furthermore, “Teacher supervision is a formative process that focuses primarily on improving instruction” (Kalule & Bouchamma, 2013, p.89). This is mostly based on how I was raised and the beliefs instilled into me as a child, young adult, and adult. I was born and raised in rural Wyoming and grew up in an agriculture lifestyle. The idea of sleeping in or taking the day off was not an option. At the age of nine, my summer days were spent in the hayfields from sunup to sundown. Whether it was harrowing fields or stacking hay bales, life for a young man on a dairy farm was always on the go.

When the haying season was finally done, there were many other jobs that needed to be attended to before school started again in the fall. There were chicken coops to be cleaned, fences to be fixed, and cows to be milked twice a day. As far as how one learned to do all chores, it was usually taught by an older brother, father, or grandpa. In most cases, I was shown how to do the task once and reprimanded if it was not up to their expectations. As I grew older, self-taught was the way of learning. This allowed one to gain independence and be able to pass their beliefs onto others. In essence, teach the younger generation how to do the daily tasks on the farm. As an instructional supervisor, we are there to show improvement within the school each and every year.

In today's classroom, data is a driving force. Students and teachers can be shown where a student scored the year before and see one's growth from year to year in every area tested. If scores have not increased, then a matter needs to be addressed. This is the job of an instructional supervisor: supervise teachers within their schools and provide them feedback on their instructional development. Each teacher is a person, and every teacher comes in with unique experiences, gifts, and considerations. Being able to recognize and direct teachers in the correct path is vital to being a good supervisor.

Teachers need to be supervised daily. Whether it is an evaluation, walkthrough, or just a check-in, this will hold the accountability bar high for everyone. This will also allow the supervisor the chance to get to know the teachers within the school. The supervisor will learn the strengths and weaknesses of the classroom teacher, their status with the curriculum, and help all parties when dealing with any discipline issues within the classroom. As a supervisor, I believe one must be a master of the skills and knowledge needed to lead a school. Studies suggest that “trainees acquired a significant amount of the knowledge and skills that are essential” (Eva, Marie-Louise, & Boalt, 2008, p.381). Experience will come with the territory, and learning from past events will be vital in the future. A supervisor must come to work each day with the attitude that today is going to be a great day. This will warm up the school environment and rub off on other staff members as relationships are made over time. This will also help in making on-the-spot decisions when they arise.

A supervisor must possess personal values and let their staff be aware of these values. This may be the foundation a relationship is built on or directed to when discrepancies arise. As a future supervisor, I will need to listen to the wants and needs of the teachers in my school and provide each and every teacher with the support they need to be successful. This is based on research that says “revealing needs makes one vulnerable and, in a professional context, is accompanied by the risk of appearing incompetent” (source not provided). Teachers are busy from early morning to late afternoon just being in the classroom. Many times they do not have the time to get what they need to keep their classes up to speed. This is where a supervisor needs to be present and help fulfill the wants of the teachers.

Teachers, especially newbies, will be looking for support from all different angles when they begin their new career. The first few years are very trying for new teachers, and they will be looking for all the support they can get and someone to bounce ideas off as well. By meeting the teacher's wants and providing them with the correct support, positive relationships will be built. These relationships need to be professional and stay this way as long as the two work and receive paychecks from the same entity. Crossing the line into being personal friends can definitely backfire down the road. It is best practice to stay professional and avoid any chance of backlash from personal relationships.

Supervisors need to be visible throughout the school day. Supervisors should be the first and last ones to leave the building on a regular school day. During school hours, supervisors need to be visible as much as possible. This helps in getting to know how the school is run and will hold everyone accountable. It allows supervisors to get to know the teachers and students and identify their strengths and weaknesses through small visits in the hallways or classrooms. Since 2001, when I began my teaching career, there have been many changes from the classroom to the role of a supervisor. Currently, I feel that supervisors are doing a much better job than they were 13 years ago when I began. Discipline management has also changed significantly in how supervisors can handle troubled students.

Supervisors’ hands are tied when it comes to disciplining “little Johnny”. If they feel suspension is imminent, then it should be the final say. Superintendents need to support their decisions, just as a supervisor supports a teacher's decision in the classroom.

Paper For Above Instructions

The role of school teaching and supervision is fundamental in shaping the educational landscape. Supervisors are tasked with various responsibilities that directly impact teaching efficacy and student outcomes. Effective supervision ensures that teachers receive constructive feedback that can lead to educational improvements and enhanced student performance.

This paper examines the dynamics of school teaching and supervision, emphasizing the necessity of a supportive supervisory framework and the implications of effective supervision on teaching practices. A successful supervisor imbues their role with leadership qualities that enhance the educational experience for teachers and students alike.

Supervisors must foster an environment that encourages collaboration and professional growth among teachers. This is achieved by creating a culture of trust and open communication where teachers feel safe to express their needs and concerns. According to Beswick (2014), teachers require avenues to articulate their professional learning needs, which underscores the importance of responsive supervision in educational settings. By addressing these needs, supervisors can facilitate tailored support that empowers educators to improve their practices and effectively meet their students' diverse requirements.

Moreover, data-driven decision-making has become a cornerstone of instructional supervision. As noted in educational literature, utilizing student achievement data not only guides supervisors in assessing instructional efficacy but also provides teachers with insights to inform their teaching strategies (Davis & Simmt, 2006). By closely analyzing data, supervisors can identify areas requiring intervention, thereby fostering improvements in both teacher performance and student learning outcomes. This research highlights the necessity of proficient data interpretation skills among supervisors to catalyze positive changes.

The relationship between teachers and supervisors plays a crucial role in the teaching and learning process. When teachers perceive their supervisors as supportive figures genuinely invested in their professional development, it leads to enhanced job satisfaction and retention rates (Hirsch & Emerick, 2007). Establishing rapport with teachers enables supervisors to create an inclusive school culture where all staff members work collaboratively towards common goals, ultimately benefiting students. As educators navigate the challenges of classroom management and instructional delivery, responsive supervision can prove to be the bedrock of a flourishing learning environment.

Furthermore, coaching and mentoring are vital components of effective supervision. Research has shown that providing individualized coaching increases teacher effectiveness and student learning (Knight, 2007). A supervisor's ability to serve as a coach fosters an atmosphere of continuous learning, where teachers are encouraged to refine their skills and adopt innovative instructional practices. This ongoing professional development can significantly impact instructional quality and student outcomes.

In conclusion, the roles of school teaching and supervision are intertwined and critically impactful on the educational domain. By adopting a supportive, data-driven, and coaching-oriented supervisory approach, supervisors can elevate teaching practices, enhance teacher satisfaction, and ultimately promote student success. The investment in strong supervisory frameworks is essential in realizing the full potential of educational institutions and fostering an environment where both educators and learners thrive.

References

• Beswick, K. (2014). What teachers want: Identifying mathematics teachers’ professional learning needs. Montana Mathematics Enthusiast, 11, 83.
• Davis, B. & Simmt, E. (2006). Complexities of understanding teaching and learning: Mathematics education research in the 21st century. Journal of Mathematics Teacher Education, 9(3), 215-230.
• Hirsch, E. D. & Emerick, S. (2007). Teacher and Principal Leadership: The Rebirth of Educational Leadership. Educational Leadership, 65(5), 8-14.
• Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Thousand Oaks, CA: Corwin Press.
• Kalule, L., & Bouchamma, Y. (2013). Supervisors’ Perception of Instructional Supervision. Journal of Educational Administration, 51(6), 713-730.
• Eva, S. C., Marie-Louise, O., & Boalt, B. (2008). Supervisor trainees’ and their supervisors’ perceptions of attainment of knowledge and skills: An empirical evaluation of a psychotherapy supervisor training program. Journal of Psychotherapy Integration, 18(4), 377-391.
• Glickman, C. D., Gordon, S. P., & Gordon, D. P. (2007). Supervision and Instructional Leadership: A Developmental Approach. Boston: Allyn & Bacon.
• Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: ASCD.
• Singleton, G. (2011). Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools. Thousand Oaks, CA: Corwin Press.
• Fullan, M. (2016). The New Meaning of Educational Change. New York: Teachers College Press.