Running Head: SUPERVISORY PLATFORM

Supervisory Platform: Leading by Example Nicole Thompson William Paterson University

SUPERVISORY PLATFORM Supervisory Platform: Leading by Example Introduction/Purpose of Supervision

As a future leader, it is important to know who you are as a person. In the classroom, I lead by example through modeling, scaffolding, and sharing my enthusiasm for the material I am teaching. My classroom motto is BElieve in YOUrself, and I constantly refer back to this theme throughout the year. Overall, I aim to motivate, energize, collaborate, and model examples within the classroom. I find that these main qualities and assets I possess as a teacher will also prove useful as a supervisor. My personal definition of instructional supervision involves working collaboratively with faculty and staff, offering resources and materials, providing feedback after thoughtful direct instruction and observations, and being a leader and stronghold authority figure when necessary but also being approachable for those in need of guidance and support. As a supervisor, my ultimate goal is to increase student growth, development and learning. With the help and input of others, we will be agents of change. Accepting the status-quo or the bare minimum in a classroom is unacceptable. I have a thirst for knowledge and a genuine desire to use this knowledge to further learning in the classroom. However, not all learning comes from books or articles. In fact, the best type of learning is developed through collaboration and problem-solving with others; therefore, my role would rely heavily on working with other faculty and staff members to improve student growth. What makes for successful supervisors (educational philosophy)? My educational philosophy is built upon Glickmans (2007) definition of experimentalism, which provides for a very collaborative approach between supervisors

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and teachers (p. 81-82). As Glickman suggests, Supervisors are not solely conveyors of age-old wisdom; they are both the conveyors of the rudimentary knowledge of the time and the guiders of trial-and-error, exploratory learning (p. 82). Supervisors and teachers should work collaboratively together to find solutions. Just as teachers should act as guides for their students, supervisors should be guides for teachers. I find it important that a supervisor has an invested role in the bettering of education for all students. Bettering education stems from problem-solving, offering suggestions, working together, and analyzing data. Supervisors should not strive for domination, nor should they rely on direct supervision (unless necessary, such as working with an uncooperative teacher), as this type of monitoring stifles creativity and promotes a hostile working environment. Before supervisors can lead effectively, they need to understand the type of person they are. Based on Joharis window (p. 97-98), I am a very caring and energetic person. Knowing this about myself, I will use these qualities to my advantage as a leader. I firmly believe in an open-door policy, where teachers should feel comfortable asking for feedback or support. When teachers feel an administrator truly wants to see them succeed, they are more likely to work effectively. A successful supervisor knows the difference between being a friend and being approachable and helpful. Having that line of professionalism is crucial and should be most be strictly adhered to with no favoritism involved. What best practices foster positive relationships between supervisors and teachers? Teachers need to feel a sense of ownership during the decision-making process when new initiatives are being discussed. Teachers need strong communication and expectations must be clear. While supervisors should offer constructive criticism and

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should observe frequently, it should be for bettering the learning environment, rather than used as an I Gotcha method to make the teacher look bad. Providing teachers a stake in the decision-making process allows for better communication and collaboration. In order for a collaborative environment to be effective, supervisors must actually be collaborative. Saying one statement and acting another way is very different. In this type of environment, consistency is very key. A supervisor cannot expect teachers to be fully on board with ideas if the supervisor does not have any follow-through or does not listen to the feedback provided by teachers. Supervisors, who give constructive feedback, provide model lessons and coach, offer teachers the opportunity to modify ideas or suggestions, and make themselves readily available, foster positive environments. Additionally, supervisors should have an awareness of what is going on in teachers classrooms and should be ready to offer advice or suggestions if they observe a potential problem or area in need of development within a classroom. In certain situations, such as dealing with a reluctant or non-negotiating teacher, direct control may be the only course of action left available, but a supervisor should be able to determine when this is and when this is not necessary. Conclusion Overall, the key to success as an administrator or supervisor is to know what type of leader you are and how you want to convey yourself to your faculty and staff. As a leader, I want to use my assets of being enthusiastic and approachable to make for the best type of learning environment. In the end, the most important goal is that students are being cared for and learning is occurring. Through collaboration and problem-solving,

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along with feedback and suggestions, supervisors and teachers have the ability to change students lives, which is one of the most powerful gifts we as educators and leaders have.

SUPERVISORY PLATFORM References Glickman, C.D., Gordon, S.P. & Ross-Gordon, J.M. (2007). SuperVision and

instructional leadership: A developmental approach (7th ed.) Boston, MA: Allyn and Bacon.