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    Developmental Supervision: Estrelita R. Fidelino, LPT

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    Ruth Salazar-Pielago Larraquel
    Developmental supervision aims to help teachers increase their capacity to achieve learning goals for students. A supervisor's style can either enhance or diminish a teacher's ability to learn in a developmentally appropriate way. There are four supervisory styles - directive control, directive informational, collaborative, and nondirective - that support differentiated supervision. Supervisors play many roles, including developing teachers, managing curriculum and instruction, facilitating relationships, and driving organizational change, while also evaluating teachers. Effective supervisors create a supportive environment, motivate continuous improvement, promote evidence-based practices, and offer professional development opportunities.

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    Developmental Supervision: Estrelita R. Fidelino, LPT

    Uploaded by

    Ruth Salazar-Pielago Larraquel
    23 views6 pages
    Developmental supervision aims to help teachers increase their capacity to achieve learning goals for students. A supervisor's style can either enhance or diminish a teacher's ability to learn in a developmentally appropriate way. There are four supervisory styles - directive control, directive informational, collaborative, and nondirective - that support differentiated supervision. Supervisors play many roles, including developing teachers, managing curriculum and instruction, facilitating relationships, and driving organizational change, while also evaluating teachers. Effective supervisors create a supportive environment, motivate continuous improvement, promote evidence-based practices, and offer professional development opportunities.

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    Developmental supervision aims to help teachers increase their capacity to achieve learning goals for students. A supervisor's style can either enhance or diminish a teacher's ability to learn in a developmentally appropriate way. There are four supervisory styles - directive control, directive informational, collaborative, and nondirective - that support differentiated supervision. Supervisors play many roles, including developing teachers, managing curriculum and instruction, facilitating relationships, and driving organizational change, while also evaluating teachers. Effective supervisors create a supportive environment, motivate continuous improvement, promote evidence-based practices, and offer professional development opportunities.

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    23 views6 pages

    Developmental Supervision: Estrelita R. Fidelino, LPT

    Uploaded by

    Ruth Salazar-Pielago Larraquel
    Developmental supervision aims to help teachers increase their capacity to achieve learning goals for students. A supervisor's style can either enhance or diminish a teacher's ability to learn in a developmentally appropriate way. There are four supervisory styles - directive control, directive informational, collaborative, and nondirective - that support differentiated supervision. Supervisors play many roles, including developing teachers, managing curriculum and instruction, facilitating relationships, and driving organizational change, while also evaluating teachers. Effective supervisors create a supportive environment, motivate continuous improvement, promote evidence-based practices, and offer professional development opportunities.

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    DEVELOPMENTAL SUPERVISION

    Prepared by:
    ESTRELITA R. FIDELINO,LPT
    MAED
    Developmental Supervision
    • According to Glickman (1981) the goal of instructional
    supervision is to help teachers learn how to increase
    their own capacity to achieve professional learning goal
    for their student and a supervisor’s style either enhances
    or diminishes teachers’ ability to engage in learning that
    is developmentally appropriate.
    STYLE THAT SUPPORT DIFFERENTIATED
    AND DEVELOPMENTAL SUPERVISION
    • Directive Control Approach
    • Directive Informational Approach
    • Collaborative Approach
    • Nondirective Approach
    SEVERAL ROLES OF SUPERVISOR

    Supervisors are developers of people.


    Supervisors are curriculum developers.
     Supervisors are instructional specialists.
     Supervisors are human relations workers.
     Supervisors are staff developers.
     Supervisors are administrators.
     Supervisors are managers of change.
     Supervisors are evaluators.
    Effective Supervisors
     Provide teachers with a supportive environment
    that emphasizes risk taking.
     Motivate teachers to continuously seek optimum
    performance.
     Encourage the use of sound instructional principles.
    Provide multiple opportunities for professional
    growth.
    THANK YOU!!!

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