Chapter Summary And Chapter Analysis

In Chapter 4, Glickman, Gordon & Ross-Gordon (2014) write about adult and teacher development in schools. They begin by writing, "knowledge of how teachers can grow as competent adults is the guiding principle for supervisors in finding ways to return to wisdom, power, and control to both the individuals and the collective staff in order for them to become true professionals" (Glickman et al., 2014, p. 49). Just like teachers have to know their students, supervisors have to know their teachers. They have to understand what motivates them. Throughout the chapter, Glickman, et al. (2014) discuss different adult theories that help supervisors better understand how to work with teachers in their schools. They go on to write about the stages

(2014) write about the importance of knowing thyself. They begin the chapter by discussing the categories of supervisory behaviors and providing definitions for each category. “Some supervisory behaviors place more responsibility on the teacher(s) to make the decision, others place more responsibility on the supervisor to make the decision, and still others indicate a shared responsibility for decision making” (Glickman et al., 2014, p. 101). The chapter also provides information on the importance of assessing self. “We need to make sure that how we perceive ourselves is consistent with how others perceive us” (Glickman et al., 2014, p. 103). This section of the chapter made me think about myself. When I moved out of the classroom, one area my principal talked to me about is perception. She explained that how I think people perceive me is not always true. If she hadn’t had this discussion with me, I do not think I would have ever realized the two perceptions differed. If one is aware of his/her own behaviors, one is able to make the needed change. Like a saying that is often times heard in schools, “you don’t know what you don’t know”. In order for supervisors to make change, you have to be aware of the needed change within thyself. If supervisors are unwilling to make changes themselves, then teachers are going to be hesitant or resistant to make changes within themselves. Glickman et al. (2014) wrap up the chapter by discussing

It indicated that my personality type is pragmatic and realistic with a zest for living life to the fullest. The results show that people with this personality type seek and enjoy freedom, are good-natured, direct and tolerant. It also showed that this personality type appreciate having the right tools on the job and are ingenious at finding solutions and fixing things. Often times, we act without thinking and like things simple and immediate, going with the flow. After reading my results I could see the truth in most of the description, but there was one description that I do not agree with. It mentions that we enjoy the unexpected. However, I like things planned out. I do however, believe that I am a realist and direct. Being direct and a realist can sometimes be my greatest strength while also being my greatest weakness. Kise (2006) wrote, “When the teachers start to understand the behavior of students with different personalities, they can adjust the structure and flow of their classrooms to allow for success for more students” (p.2). I believe this is true for supervisors. If they understand the personalities of the teachers in their schools, they can adjust how they work with individual teachers, which will allow for more teacher success in schools. Myers (1993) wrote, “…knowledge of type and the development of process actually assist in