The Development Of Supervision, Supervisors Should Recognize

The development of supervision, supervisors should recognize stages of

The development of supervision, supervisors should recognize stages of professional development and treat teachers as individuals. Teachers within the same school have different perceptions of what is useful to them, and their developmental stages influence how they respond to supervisory approaches. Understanding these stages can improve instructional support and leadership.

Jean Sorrell, a third-year teacher at Highton School, is enthusiastic and involved with her students, seeking new ideas and activities. Regina Norton, in her eighth year, is seen as committed and knowledgeable, while George Halsom, also in his third year, struggles with classroom management and engagement. Their reactions to a staff workshop vary, illustrating differences in their professional development levels.

Research shows that human thinking and development proceed through predictable stages from infancy through adulthood. Piaget, Bruner, Kohlberg, and others have documented cognitive, social, and moral growth, indicating that individuals mature at varying rates. Neurophysiological studies support the transition from egocentric, intuitive thinking to rational, social thinking. Similar patterns are observed in adult development, where life stages influence perceptions, priorities, and behaviors.

Teachers' developmental progression often mirrors stages of moral and cognitive growth. Initially, beginning teachers are primarily concerned with their own survival: "Will I make it?" As they gain confidence, their concerns shift to their students' welfare and classroom effectiveness. The final stage involves a focus on contributing to the profession and helping others, demonstrating mastery and altruism.

In a simplified model, teachers progress through three stages: Stage I—self-adequacy and survival; Stage II—focus on the classroom and student learning; and Stage III—professional contribution and leadership. Recognizing these stages allows supervisors to tailor their support accordingly. For example, novice teachers may benefit from directive supervision, emphasizing clear guidance and modeling, while experienced teachers may prefer collaborative or nondirective approaches.

Matching supervisory models to teacher stages enhances effectiveness. Teachers in Stage I, concerned with survival, respond well to directive supervision, where the supervisor models behavior and provides explicit instructions. For example, a supervisor working with George Halsom would demonstrate classroom management techniques directly, set specific goals, and monitor progress. This approach offers the structure and support needed for teachers struggling with classroom discipline and organization.

In contrast, teachers like Jean Sorrell, who seek continuous improvement and innovation, benefit from collaboration and shared decision-making. The supervisor acts as a colleague, observing classroom practices with her, discussing instructional strategies, and jointly developing action plans. This participatory approach encourages reflection and professional growth, fostering a sense of ownership and commitment.

For teachers at the highest developmental stage, such as Regina Norton, who already possess strong teaching skills, supervisors should provide support for self-directed growth. Supervisors listen, pose reflective questions, and encourage her to explore new initiatives, like developing a home lending library. The supervisor’s role shifts from direct intervention to facilitative support that helps teachers extend their impact and leadership in the school community.

Applying this developmental perspective results in more effective supervision. A one-size-fits-all approach is less productive; instead, supervisors should recognize individual needs and adapt their strategies. This individualized approach respects teachers’ professional autonomy while providing appropriate resources and guidance.

In summary, the developmental approach emphasizes understanding teachers' stages of growth, employing suitable supervisory models—directive, collaborative, or nondirective—and fostering ongoing professional development tailored to individual needs. Such an approach enhances instructional quality, promotes teacher retention, and strengthens the overall school community.

References

• Fuller, F. (1979). "Concerns of Teachers: A Developmental Conceptualization." American Educational Research Journal, 6, 3.
• Glickman, C. D. (1979). Leadership Guide for Elementary School Improvement. Boston: Allyn and Bacon.
• Glickman, C. D., & Esposito, J. P. (1979). Leadership Guide for Elementary School Improvement. Boston: Allyn and Bacon.
• Piaget, J. (1973). The Language and Thought of the Child. Meridian.
• Bruner, J., & others. (1966). Studies in Cognitive Growth. John Wiley.
• Sears, R. R., & Feldman, S. S. (1973). The Seven Ages of Man. William Kaufman.
• Sheehy, G. (1976). Passages. Dutton.
• Wittrock, M. C. & others. (1978). Education and the Cognitive Process of the Brain. Chicago Press.
• Erikson, E. H. (1975). Life History and the Historical Moment. W. W. Norton.
• Yinger, R. J. (1980). "Developing effective supervision strategies based on teacher developmental stages." Educational Leadership, 38(4).