Running head: SUPERVISORY INTERVIEW

Outcome I- Supervisory Interview

Morgan Cassella
William Patterson University: EDLP 6090

SUPERVISORY INTERVIEW

Chart: Three Items Identified as the most important tasks of

instructional supervision
Supervisor 1
1.

Understanding the student population

2.

and their needs

Making sure teachers have an

Teacher 1
1.

relationship/rapport with individual

teachers (she notes that this is particularly

innovative curriculum to follow with

the appropriate materials to support
3. Providing professional development

helpful before formal observations).

2.

Set goals for instruction and make clear

what you think the goals should be

and instructional support in an effective

way for teachers who need assistance

Building at least a small

3. Later, determine whether goals were met

(formal discussion while allowing the
teacher to have a voice) and the next steps.
Teacher 2

Supervisor 2
1. Building a collaborative relationship

1.

Providing meaningful feedback to teachers

where feedback can be received

through observations and conferencing to

positively with strengths and areas for

enhance the learning of students in the

growth
2. Ongoing and effective professional
development
3. Regular classroom walk-throughs and
observations with effective feedback.

classroom.
2. Helping teachers find additional resources
that can be easily incorporated into the
classroom.
3. Providing professional development for
teachers by developing presentations
across a variety of topics

As an aspiring supervisor, I recently conducted interviews of my co-workers

regarding their opinions of the three most important tasks of instructional supervision.
During this process, I interviewed two of my peer teachers as well as two supervisors.
Supervisor 1 was a classroom teacher for 10 years before joining the administrative team

SUPERVISORY INTERVIEW

where she has worked for three years. Supervisor 2 moved from a Child Study Team
position into the Supervisor of Special Education role but lacked classroom experience.
Teacher 1 has been teaching for over twenty-five years while the other novice teacher
(2) has three years of experience.
When conducting these interviews, what I found most interesting were the
similarities in the responses of all four interviewees on one topic. There was a trend in
their responses that related to professional development. According to Glickman,
Gordon, and Ross-Gordon (2013), professional development includes the learning
opportunities for faculty provided or supported by the school and school system (p.10).
Though not directly stated within Teacher 1s response, she did speak about observation
and that observation is proceeded by and leads to professional development. All other
interviewees directly stated the importance of providing professional development.
Teacher 2 stressed the importance of a variety of professional development topics and
both Supervisors used the key term effective when describing Professional
Development. However, in their responses, none of the interviewees mentioned using a
group development approach of gathering teachers together to make decisions on mutual
instructional concerns (Glickman, Gordon, & Ross-Gordon, 2013, p.10). I point this out
because this type of grouping can lead to the plan for needed professional development or
this type of instruction might allow educators to collaborate for professional
development. Within the text, Glickman, Gordon &Ross-Gordon (2013) discuss the
collegial model and its importance on education. Glickman, Gordon, & Ross-Gordon
state that the collegial model includes, a focus on teacher growth rather than teacher
compliance (p.7). Each of their responses aligns with this model.

SUPERVISORY INTERVIEW
The text defines the term direct assistance as, personal and ongoing contact

(p.10). I found it astonishing that this was a focus of Teacher 1 who happens to have the
most experience and has worked with many supervisors over the years. She discussed
the importance of building a rapport with the teacher, which she feels will assist in the
observation process.
Supervisor 1 not only discusses the need to know the population and their needs
but she also discussed the need for an innovative curriculum to support teachers. I think it
was important that she discussed the needs of the population when considering
curriculum development. Teacher 1 spent some time discussing the goals of the
supervisor and that they should be clear. Its interesting to hear this point of view since
chapter 1 focused on less rigidity in supervision and the move toward using more of a
reflective practice or coaching style. When examining the varying point of views its
interesting to note what teachers really want and what supervisor believe are important
strategies to make a breakthrough with teachers.
Though none of my interviewees noted action research (or any research) as one
of the three important tasks of instructional supervision, it is an essential part of the
supervisors responsibilities. Action research by teachers and supervisors allows
teachers, as well as the supervisors to examine their current practices to increase student
achievement (Glickman et al. 2013, p.10).

References
Glickman, C.D., Gordon, S.P., & Ross-Gordon, J.M. (2013). The Basic Guide to
Supervision and Instructional Leadership: (3rd edition). Boston, MA: Pearson

SUPERVISORY INTERVIEW
Education, Inc.