Supervisors are expected to help their staff develop plans that will offer the best education for students. In fact, the goal is for supervisors to gradually encourage teachers to become more involved in the decision-making process. In these cases, it is evident all four teachers need some level of direction from their educational leaders to help them find resolutions for their respective problems.
In case one, teacher Gerald Watson’s developmental level was very low. He needs the most preparation time and his skill level causes the highest level of concern. Mr. Watson was nonchalant about his problem and almost reluctant to make changes to improve his classroom. In this scenario, the supervisor initially uses the directive control approach, which means she has to completely dictate his action plans. Ms. Janice Smith, in the second scenario, was moderate in her developmental level because she at least recognized her problem. Ms. Smith could not solve her classroom management issue but unlike Mr. Watson, her supervisor did not have to completely control her action plans. Instead, he provided her with plausible suggestions to use. Though Ms. Smith may require ample preparation time as
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Supervisors should handle situations on a case-by-case basis, ensuring every teacher receives the time and attention they deserve. This may not only allow educators to feel supported but it will promote improvements within the school environment. In each scenario, there were positive changes when an action plan was discussed or implemented. The supervisors were then able to relinquish some control to the teachers as they took on more accountability. These cases helped me to better understand the importance of the developmental supervision process. Knowing when to appropriately use each approach is helpful in solving problems for the teacher, school, and community as quality instruction