Supervisory Approaches Reflective Paper Start Assignment Links to readings: https://www.mediafire.com/file/0gsy129gielplrz/Supervision_glickman.pdf/file https://www.mediafire.com/file/lb3n92epbjf1kss

Carl Glickman’s 4 Types of Supervision

DIRECTIVE CONTROL
The directive control method of supervision is used to transmit supervisor   expectations to teachers clearly. Supervisors using this method enforce their ideas using a hierarchical approach. Directive control supervision consists of behaviors of presenting, clarifying, listening, problem solving, directing, standardizing, and reinforcing, all with line authority. The direction is mostly from supervisor to teacher. This is used best when teachers have little expertise, involvement, or interest in instructional problems and time is of the essence. This is a great approach in an emergency situation. 
DIRECTIVE INFORMATIONAL 
The directive informational method of supervision is used to direct the teacher to consider and choose from clearly delineated alternative actions. In this method, the supervisor is the main source of   information, goal articulation, and practices. But the supervisor asks the teachers input and they change their choices in the classroom. In the end, the teacher is asked to make the decision as to which practices to use. This approach is typically used when the expertise and confidence of the supervisor clearly outweighs the teacher’s own information and experience. 
COLLABORATIVE
The collaborative method of supervision is based on the participation of equals making instructional decisions. The outcome of this is a mutual plan of action. This method consists of clarifying, listening, reflecting, presenting, problem solving, negotiating, and standardizing. This is the appropriate method to use when teachers and supervisors have the same level of experience and concern with the problem.
NONDIRECTIVE 
The nondirective method of supervision is used when the supervisor is helping the teacher to figure out their own plans. This method consists of listening, reflecting, clarifying, encouraging, and problem solving.  It can be used when teachers have a greater amount of expertise and   knowledge about the problem than the supervisor. The supervisor must be nonjudgmental when using this approach and allow the teacher to direct the meeting. The purpose is to provide an active sounding board for thoughtful participation.
With these four approaches in mind, developmental supervision can be done using any one of these approaches. A supervisor can use each situation to determine which approach would be best fitted with that particular  teacher.

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