Sunteți pe pagina 1din 4

Outcome #2 Supervisory Platform Nicole Ferlise William Paterson University

Nicole Ferlise EDLP 6090 Dr. Battitori Supervisory Platform 2/27/14 The basic premise of my supervisory platform is that a supervisor should differentiate their leadership abilities to meet the needs of their staff, but that the ultimate goal should be to support the growth of self-directed, inquiry based professionals whose priority is their students. I believe that teachers are capable of directing their own improvement, although they may need some support in honing their skills and abilities to reach this level of self-awareness. As such, I believe a successful supervisor should be highly intuitive and mindful of teachers stage development, flexible in their approach to supervision, hold a high level of expectations, and above all create a supportive and encouraging environment for their staff and students. Supervisors should be mindful of the career and life stages of their teachers. A one-size-fits-all approach does not meet the needs of the students in our classrooms; therefore a cookie cutter approach to supervision should be avoided as well. While some teachers may just be starting their teaching careers or perhaps just beginning new teaching assignments, others in the same building might be preparing for retirement. In all instances, a supervisor should provide new professional development opportunities and seek to intrinsically motivate their individual staff members. Although some directive supervisory behaviors might be necessary in some situations, the supervisor should seek to move towards more collaborative supervisory behaviors with teachers experiencing primarily directive supervisory behaviors and ultimately attempt to facilitate non-

directive supervisory behaviors such as listening, encouraging, and clarifying. It is my conviction that greater productivity and a more positive disposition will be experienced when improvements are self-generated and self-monitored. In addition to being mindful of the need to individualize teacher learning, a supervisor must also be mindful of teachers life cycles including both personal and professional transition events. However, such mindfulness of a teachers personal and transition events must not jeopardize the well being of the students. When I take the role of a supervisor, I will be sure to weigh the impact of any decision I make regarding personnel on the students. The safety and well being of both students and staff alike should be prioritized, and I will also also take into consideration the long-term effects of personnel decisions. Can a teacher who becomes disengaged due to transition events be rehabilitated to their previous state of engagement, or is a staff change necessary knowing that a learning curve will be experienced when placing someone new in that same position? I will ask myself further questions like: What can I do to support the rehabilitation of a teacher in such a situation? What can my staff do to help ease the transition period for their fellow coworker? Is there a way I can provide opportunities for such growth-oriented collaboration to take place? What unique strengths do my staff possess that I can draw on? Of course, this will depend on the culture of the school. To achieve the desired culture of collegiality among a school community, supervisors should help craft some conditions that promote continuous improvement. Supervisors can provide opportunities for teachers to develop coaching relationships by implementing mentoring programs, support collaborative efforts by creating time in the schedule for this, and supporting action research to inform decision-making. This will

promote a mindset that encourages reflection and professional growth, thus negotiating the needs of adult learners with what is in the best interest of the students.