Carlos G.

Fernandez January 3, 2023

MaedCIN Section 4

List down your three main takeaways in the assigned readings/learning materials.

Those belief systems correspond to the philosophies of essentialism, experimentalism, and

existentialism, and are labeled directive supervision, collaborative supervision, and nondirective
supervision.

Glickman and Tamashiro (1980) wrote: Directive Supervision is an approach based on the belief that
teaching consists of technical skills with known standards and competencies for all teachers to he
effective, The supervisor’s role is to inform, direct, model, and assess those competencies.
Collaborative Supervision is based on the belief that teaching is primarily problem solving, whereby two
or more persons jointly pose hypotheses to a problem, experiment, and imp/omen t those teaching
strategies that appear to he most relevant in their own surroundings. The supervisor’s role is to guide
the problem— solving process, be an active member of the interaction, and keep the teachers focused
on their common problems. Non-Directive Supervision has as its premise that learning is primarily a
private experience in which individuals must come up with their own solutions to improving the
classroom experience for students. The supervisor’s role is to listen, he nonjudgemental, and provide
self-awareness and clarification experiences for teachers.

It starts with connections — strong and overlapping interactions among all members of the school
community. A culture will be strong or weak depending on the interactions between people in the
organization. In a strong culture, there are many, overlapping, and cohesive interactions, so that
knowledge about the organization’s distinctive character — and what it takes to thrive in it — is widely
spread.

Culture Is Connections
A culture will be strong or weak depending on the interactions between the people in the organization,
she said. In a strong culture, there are many, overlapping, and cohesive interactions among all members
of the organization. As a result, knowledge about the organization’s distinctive character — and what it
takes to thrive in it — is widely spread and reinforced. In a weak culture, sparse interactions make it
difficult for people to learn the organization’s culture, so its character is barely noticeable and the
commitment to it is scarce or sporadic.

Beliefs, values, and actions will spread the farthest and be tightly reinforced when everyone is
communicating with everyone else. In a strong school culture, leaders communicate directly with
teachers, administrators, counselors, and families, who also all communicate directly with each other.
A culture is weaker when communications are limited and there are fewer connections. For example, if
certain teachers never hear directly from their principal, an administrator is continually excluded from
communications, or any groups of staff members are operating in isolation from others, it will be
difficult for messages about shared beliefs and commitments to spread.
What particular learning/lesson/realization have you gained in this topic that you think could eventually
contribute to your future role as an instructional supervisor?

Instructional leaders should establish regular spaces and places for teachers to collaboratively plan and
review instruction, as well as monitor the effect instruction has had on student achievement. Consistent
times, structures, and support for this collaboration are essential. Formalizing teacher collaboration as
an operational norm of the instructional climate also facilitates the necessary "de-privatization of
practice" that encourages teachers to observe one another, model and share best practices, and learn
from one another.
Professional development that provides training opportunities, support, and follow-up required for
teachers to strengthen their content knowledge and ascertain research-based instructional strategies is
essential. The instructional leader must also embody continuous improvement and learning, both
alongside staff and independently. As educators, we must consistently model the lifelong learner
concept.
A well-planned, systematized process for allocating resources to accomplish the student achievement
and classroom instruction goals is also critical. This requires having a clear understanding of the needs of
the system, thoughtful preplanning, and the use of data to target resources. The instructional leader
must demonstrate an unwavering commitment to the pursuit of goals and expectations by planning for,
and striving to ensure, adequate resource allocation.