What are the ethical issues of moral supervision?
Supervisors, due to their position within the school, are in a position to exert great influence over the development of the learning community. They are in a position to determine the structures of learning and processes of the school. They have the responsibility to act with integrity demonstrating respect for the rights of others, act fairly with impartiality and sensitivity, and act ethically by making and explaining decisions based on ethical or legal foundations.
Monday, August 29, 2011
Nature and Obligations of Supervisory Leadership
What are the moral nature and obligations of supervisory leadership?
The moral nature of leadership is that of relationships with teachers and relationships with students. The relationship with the teacher needs to be respectful and based on trust, where both the supervisor and teacher can feel open for honest interchange. The relationship with the student needs to be based on the moral activity of learning, and the development of a community conducive to learning.
The supervisor has the moral obligations to promote a moral community, ideals and virtues of teaching, and the character of learning and teaching. In promoting a moral community, the supervisor ensures that institutional procedures do not become more important than the people being served. In promoting the ideals and virtues of teaching, the supervisor commits to practice in an exemplary way, practice toward valued social ends, develop not only one's practice but to the practice itself, and a commitment to the ethic of caring. In the character of learning and teaching, the supervisor promotes the relationality of learning, a dialogue between learner and the reality under study.
The moral nature of leadership is that of relationships with teachers and relationships with students. The relationship with the teacher needs to be respectful and based on trust, where both the supervisor and teacher can feel open for honest interchange. The relationship with the student needs to be based on the moral activity of learning, and the development of a community conducive to learning.
The supervisor has the moral obligations to promote a moral community, ideals and virtues of teaching, and the character of learning and teaching. In promoting a moral community, the supervisor ensures that institutional procedures do not become more important than the people being served. In promoting the ideals and virtues of teaching, the supervisor commits to practice in an exemplary way, practice toward valued social ends, develop not only one's practice but to the practice itself, and a commitment to the ethic of caring. In the character of learning and teaching, the supervisor promotes the relationality of learning, a dialogue between learner and the reality under study.
Sources of Authority for Supervisory Leadership
What are the sources of authority for supervisory leadership?
Bureaucratic Authority relies on roles, rules and regulations to support the authority of the leader. Supervisors provide descriptions of expectations and then manage others toward those ends, following the policy of "expect and inspect."
Personal Authority relies on the motivational skills of the leader, where others want to accomplish the vision of the school for the leader. This form of authority is usually associated with the large leaders and follows the policy of "what gets rewarded gets done."
Professional Authority relies on the expertise and skill of the leader to provide authority for decisions. Professional authority is based on the expertise of teaching and the respect that fellow educators have for the values and skills of the leader to guide the school.
Moral Authority relies on the shared values of the school as a community, where all of the staff feel responsible to the achievement of the vision.
Bureaucratic Authority relies on roles, rules and regulations to support the authority of the leader. Supervisors provide descriptions of expectations and then manage others toward those ends, following the policy of "expect and inspect."
Personal Authority relies on the motivational skills of the leader, where others want to accomplish the vision of the school for the leader. This form of authority is usually associated with the large leaders and follows the policy of "what gets rewarded gets done."
Professional Authority relies on the expertise and skill of the leader to provide authority for decisions. Professional authority is based on the expertise of teaching and the respect that fellow educators have for the values and skills of the leader to guide the school.
Moral Authority relies on the shared values of the school as a community, where all of the staff feel responsible to the achievement of the vision.
Saturday, August 27, 2011
Supervision and Evaluation
Similarities and differences between supervision and evaluation
Some may feel that supervision and evaluation go hand in hand, where supervisors perform evaluations and that evaluations are performed by supervisors. In actuality, the purpose of supervision is to coordinate efforts that contribute to student achievement. Evaluations are just one component of the efforts used to develop a culture of student achievement.
Evaluations are the activities that observe practice and stimulate change and development. Monitor and adjust. Observations and evaluations are not the sole responsibility of supervisors. To be most effective, evaluations should be from various roles, such as peers and coaches, and incorporate a varied breadth of environments.
Knowledge, skills, attitudes and values do effective supervisors possess
Effective supervisors possess knowledge, skills, attitudes and values that contribute to the effectiveness of the organization and it's ability to teach and prepare students. The supervisor develops a shared vision with the school. This vision is then promoted and reinforced, encouraging a culture where knowledge and expectations of the organization are known and lived by all. The culture includes elements of instructional development for effective learning tied to professional development for continuous learning. The leader manages the organizations resources, and collaborates with community for further resource development. Finally, the leader establishes credibility within the educational environment by leading with integrity and incorporating the larger vision of education.
Roles supervision and evaluation play in the foundation of a learning community.
Both supervision and evaluation are means to achieve an ends that encourage the vision and culture of the school. Supervision coordinates the efforts and activities that increase student achievement, and evaluations determine accountability to the culture towards that end.
When I served as assistant principal, I supervised many elements of the school, from recesses, cafeteria, discipline and assessments to staff. The supervision part of the role was like a quarterback on a football team, distributing resources and making sure people were in the right position. But evaluation was a large part of the position as well, evaluating instructional practices in the classroom, evaluating PBS data for school discipline issues, evaluating lunch and recess procedures for efficiencies. Supervision is responsibility and evaluation is accountability.
Some may feel that supervision and evaluation go hand in hand, where supervisors perform evaluations and that evaluations are performed by supervisors. In actuality, the purpose of supervision is to coordinate efforts that contribute to student achievement. Evaluations are just one component of the efforts used to develop a culture of student achievement.
Evaluations are the activities that observe practice and stimulate change and development. Monitor and adjust. Observations and evaluations are not the sole responsibility of supervisors. To be most effective, evaluations should be from various roles, such as peers and coaches, and incorporate a varied breadth of environments.
Knowledge, skills, attitudes and values do effective supervisors possess
Effective supervisors possess knowledge, skills, attitudes and values that contribute to the effectiveness of the organization and it's ability to teach and prepare students. The supervisor develops a shared vision with the school. This vision is then promoted and reinforced, encouraging a culture where knowledge and expectations of the organization are known and lived by all. The culture includes elements of instructional development for effective learning tied to professional development for continuous learning. The leader manages the organizations resources, and collaborates with community for further resource development. Finally, the leader establishes credibility within the educational environment by leading with integrity and incorporating the larger vision of education.
Roles supervision and evaluation play in the foundation of a learning community.
Both supervision and evaluation are means to achieve an ends that encourage the vision and culture of the school. Supervision coordinates the efforts and activities that increase student achievement, and evaluations determine accountability to the culture towards that end.
When I served as assistant principal, I supervised many elements of the school, from recesses, cafeteria, discipline and assessments to staff. The supervision part of the role was like a quarterback on a football team, distributing resources and making sure people were in the right position. But evaluation was a large part of the position as well, evaluating instructional practices in the classroom, evaluating PBS data for school discipline issues, evaluating lunch and recess procedures for efficiencies. Supervision is responsibility and evaluation is accountability.
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