Lecture Transcript on Instructional Supervision

Introductions

• Patricia Brassel: Music teacher with 37 years of experience.
• Orene Ashton: Prayer professional with 10 years of experience.
• Lisa Young: Teaches discoveries, 9 years of teaching.
• Sharon Pleasant Blackwell: Fourth-grade science and social studies teacher with 23 years of experience.

Experiences with Instructional Supervisors

• Majority have had good experiences with instructional supervisors.
• Qualities of a Good Instructional Supervisor:
  • Compassionate yet stern.
  • Experience in classroom teaching.
  • Effective communication skills.
  • Involvement in the school and classroom environment.

Prerequisites for Instructional Supervision

• Conceptualized as a triangle with three points:
  1. Knowledge base in the teaching profession.
  2. Technical skills.
  3. Interpersonal skills.

Approaches to Instructional Supervision

• Directive vs. Collaborative Approach:
  • Collaborative approach preferred by teachers.
  • Directive approach necessary in some situations (e.g., data analysis or using specific teaching tools like Smart Boards).
  • Best supervisors use a blend of both approaches.

Transition from Teacher to Administrator

• Teachers often become more directive as they transition to administrative roles, but mature into more collaborative leaders.
• Reasons:
  • New leadership responsibilities.
  • Desire to establish respect and order.
  • Addressing unresolved issues as a teacher.

Advice for Aspiring Administrators

• Observation and Learning:
  • Pay attention to everything happening around.
  • Observe teacher interactions, student behavior, and principal's management style.
• Interpersonal Skills:
  • Focus on building interpersonal relationships.
  • Be genuine and true to oneself.
• Practical Considerations:
  • Consider if you want to be a principal at the same school where you taught.
  • Learn from predecessors who have transitioned into leadership roles successfully.

Conclusion

• Encouragement to be observant and genuine in developing supervisory skills.
• Acknowledgement of the complexity and challenges in shifting from teaching to administration.