This enables the supervisor to target specific domains which the supervisee is lacking. It also encourages the young teacher to set meaningful goals (which is yet another criticism of professional development plans, because some teachers may genuinely not know how to set useful goals for themselves and their students). However, for a more seasoned professional, the "intensive, hierarchical, interpersonally focused relationship" might seem smothering, even patronizing, and they may believe that they are better able to set goals for themselves, based upon past knowledge (Knoff 1968: 241). And once again, administrative support of teachers is demanded to ensure that the goals for teachers regarding education and enhancing student experiences in the classroom can truly become a reality. Differentiated or diversified supervision has become increasingly popular in light of critiques of traditional teacher education programs and the rise of alternative certification of teachers trained in different disciplines who wish to enter the classroom. "The differentiated model of supervision & #8230;is framed in such a way that new faculty, excellent faculty, and troubled faculty are all given individual attention best suited for their own needs. There are four approaches ranging from directive supervision, to directive informational supervision, to collaborative supervision, to nondirective supervision" (Rettig, Lampe & Garcia 2000:2). Thus differentiated or diversified supervision allows for supervision and guidance specifically tailored to the teacher's needs. Like clinical supervision, there are individuated goals, but these are less formalized as part of a holistic program, given that the various backgrounds of teachers will present specific challenges: the challenge of a new graduate uncertain of his or her ability to hold the attention of a...
"Teachers trained through a traditional route who participated were more positive about feeling prepared or very prepared than their alternatively trained counterparts. On many of these items the difference was statistically significant" (Elliot, Isaacs & Chugani 2010: 140). A troubled professional may be given additional support with directive supervision, while a teacher who shines will be allowed to flourish in an atmosphere of nondirective supervision and may even be asked to share his or her strategies with other teachers. Teachers' different responsibilities (such as those teaching ESL students in a mainstream classroom) may also mean that different levels of supervision may be required from year to year. And this allows for a more effective use of school resources, given that not all teachers require intense supervision.
The primary objectives of the training seminar are as follows: To assist the trainee in developing a content knowledge base of counseling theory, research and practice from a multicultural point-of-view. To assist the trainee in defining their professional identity and knowlegde and adherence to ehtical practice. For the trainee to receive monitoring of their strengths and weaknesses as a counselor. To acquire new skills in counseling. To be able to identify personal issues involved
al, 2003). Because of this it is important that supervisors establish an evaluation process that benefits supervisors and supervisee. One way to do this is by creating a 360-evaluation protocol that would allow supervisees to rate the supervisor in addition to any evaluation the supervisor offers the incumbent (Clark, et. al, 2003). More dynamic feedback analysis such as that afforded by a comprehensive 360 evaluation will help train supervisors and
Supervisory Relationship in Psychology In psychology, supervision is playing an important role in determining how effectively professionals are able to monitor their colleagues and ensure they are following the highest standards. This takes place by meeting with another associate inside the same discipline and field. The basic idea is to review the techniques that are utilized and seek out alternate avenues for enhancing professionalism. This occurs with both people serving as
He has found that in his experience, this method works best. Grossman, Pam and Loeb, Susanna. (2010). Learning from multiple routes. Educational Leadership, 67(8), 22-27. Grossman and Loeb talk about how alternative routes to becoming a teacher have grown throughout the past few decades. The necessity for teachers is mainly in urban areas as this is where most teacher shortages occur. They discuss how subjects such as math and science are
The experience I had accumulated in my secondary days as a supervisor in mathematics also assists me in my place of work. I also had experience as a supervisor in my workplace, which enhanced my development level as a supervisor. My development level as a supervisor also continues in my workplace before getting admission into the university. Before I got admission in into the university, I had worked in series
This is when there will be a focused approach that is seeking out the best tools for addressing a host of issues. Conclusion Clearly, the field of mental health is continually changing. Part of the reason for this, is because there is emphasis on identifying new techniques for effectively treating patients. This has created a transformation in what kind of tools that are being used to address these issues. At the
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