Being an Effective Supervisor

1
Being an Effective Supervisor

• Or How To Be Good Doing This Job

2
What Do We Know So Far?

• We know
• There are many reasons to supervise peers, some
  necessary for retention, some for professional
  growth
• There are many tools to use- we dont have to
  reinvent the wheel
• There is a wealth of information to be learned by
  doing these observations

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A Few Points to Consider

• The value of the supervisory process is that it
  can lead to professional growth- to a change in
  habits, a change in behavior, to better
  professional practice
• It can also provide insights for the person doing
  the supervising- insights about their own
  practice
• Supervision is NOT about making a judgment or an
  evaluation it is about observing and reporting
  what you saw, then letting the person observed
  make judgments about what needs to be changed
• Supervision is NOT to be an end in itself it
  should be a means to an end- professional growth
  or evaluation

4
So What Qualities Should a Good Supervisor Have?

• A good supervisor should be attentive should be
  an active listener, should know how to listen and
  know what to listen for and to
• A good supervisor is knowledgeable knows how to
  use various supervisory systems, knows when to
  use them and how to adapt them also knows about
  people..
• A good supervisor has clarity can communicate
  well with others and can make the points needing
  to be made

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• A good supervisor is objective he/she can place
  themselves in the role of supervisor and knows
  the difference between supervisor/evaluator and
  when to assume each role does not make judgments
  when in the role of supervisor
• A good supervisor is broad-minded he/she knows
  that there are differences in people- in how they
  will respond to supervision is open to utilizing
  whatever is needed to meet objectives
• A good supervisor is a strong leader she/he can
  give guidance to teachers/coaches, is strong and
  able to make decisions when necessary

6

• A good supervisor is cooperative they are
  self-assured enough that they dont need to be
  autocratic they can accept suggestions and
  comments from others in the vein in which they
  are given, and can utilize those suggestions in
  the program
• A good supervisor is warm they have a genuine
  desire to help teachers/coaches, and communicate
  this desire in words and in actions
• A good supervisor is supportive they are
  positive about the program, but also helps
  teacher/coaches in dealing with the supervisroy
  process and with what it reveals

7

• A good supervisor has high expectations they
  expect all staff to be their best, to do their
  best, to give their best and models the same
  behavior helps teachers and coaches determine
  what this is and set goals to achieve it guides
  them to meeting these goals
• A good supervisor is trustworthy she/he keeps
  their word, does as they say they will do
• A good supervisor is tactful they are sensitive
  to others, and tries to avoid threatening
  supervisees they know what to say, when and how
  to say what needs to be said

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Heres something to think about

• I know you believe you understand what you think
  I said, But I am not sure you realize that what
  you heard is not what I meant
• This is what a good supervisor wants to avoid at
  all costs!
• Good communication is key to serving in this
  supervisory role

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5 Types of Supervisory/Conference Messages

• Type A- what did the teacher/coach do well?
• Use these when you see behavior that is
  productive
• Use these when you see behavior that results in
  student/athlete learning
• Be specific- many of us have never been told what
  we do right
• Always a start a conference with a Type A message

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Type B Messages

• How could this teacher or coach stretch through
  an alternative behavior?
• Remember that teacher/coach behavior produces
  student behavior
• (Touching an object is safer that touching a
  person- so if they are fragile, focus on
  something other than them personally)

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Type C Messages

• Ask the teacher or coach to identify strengths
  and weaknesses of the lesson or practice/game
• Is this working or not?
• This message type is NOT for new or inexperienced
  staff
• The observer may provide some alternatives
• This type of message is a goal for all
  conferences
• Avoid I like the way because the tendency to
  try to please someone is dangerous, and not
  always productive!

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Type D Messages

• Used when the observer notes something that went
  wrong
• Was the teacher/coach aware of the behavior?
• Was there a reason why the teacher/coach used the
  technique or acted as noted?
• Suggest or arrange to offer alternatives
• Conspiracy of silence- ignoring undesirable
  behavior as if it did or does not exist

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Type X Messages

• Excellent teacher/coach works with observer to
  identify next steps. Make videotape of yourself
  in a coaching and/or teaching setting and review
  it. The goal is to see yourself as a professional

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Final Goal

• The final goal is formative- that the experience
  of supervision is to promote professional growth,
  and to better professional practice on the field
  and in the classroom
• Sometimes this process results in an evaluation
  for retention if it does, then the data will
  exist to support either retention or release from
  the job