Philosophy Of Instructional Supervision

Glen Dawursk, Jr. MAED, BSED

The intent of instructional supervision is to improve student learning by enhancing the effectiveness of the individual teacher through collaboration with the principal and staff.  In turn, this improvement will enhance the learning of the student. Similar to the collaborative involvement of a student and teacher in the process of acquisition and application of knowledge (learning), instructional supervision is a joint venture intent upon facilitating a teacher’s developmental growth. Through mutual interaction, observation, experimentation and reflection, this communicative collaboration will lead a teacher toward improved confidence, expertise, and classroom instruction.

As a principal, I recognize that teachers are individuals at different developmental levels of instruction and expertise. The focus of my supervision is upon the progressive instructional maturity of individual teachers while maintaining a supportive collaborative collective of staff and educators. It is intent upon using constructive reflective inquiry while acknowledging the diversity of individual teachers and staff.

Effective supervision is not a mandate from the principal for the instructional or behavioral change of the teacher; rather it is an agreed upon intrinsic prescription toward improvement and higher developmental levels for both. It requires the active involvement of both principal and teacher within the confines of mutual respect and common goals. It maintains an honest, real dialogue and encourages improvement through the use of individualized supervisory methods. Effective supervision encourages self-regulated learning in the teacher. If the relationship is a sincere, caring, respectful and professional mentorship, the teacher will internalize the need for improvement and positive developmental progress is more likely.

Instructional supervision’s two key components are classroom observation and evaluation. Classroom observation includes the use of specific, validated criteria and rubrics which help evaluate and critique a teacher’s instruction and classroom management.  This observation and evaluation process includes a review of aspects of the teacher’s assignment and/or responsibility. The process is ongoing, dynamic, responsive and individualized, and maintains accountability for improvement.