Running Head: SUPERVISION PHILOSOPHY

Higher Education Administration:

Supervision Philosophy
Samantha Sonkowsky
University of Wisconsin, La Crosse

Higher Education Administration: Supervision Philosophy

Higher Education Administration: Supervision Philosophy

Personal Philosophy of Supervision Statement
Over time, supervisors are likely to change their supervision philosophy. McNair and
Roper (2011) believes this can be attributed to professional development, who we interact with,
and progressing further towards self-authorship (p. 32). It's suggested that supervisors revisit
and reflect on their supervision philosophy each year. This can be beneficial as it allows
supervisors to identify key influences (such as people and events) that contribute to successful
supervision (McNair & Roper, 2011). No philosophy statement is the same, as supervisors hold
different values, beliefs, and goals which influence their particular way of overseeing,
supporting, and developing their employees.
Personal Supervision Perspective
I feel a good supervisor works to make their employees' better people, not just better
employees. Supervisors should foster and promote an environment where they are invested in
their employees' personal and professional development. They should be able to discuss openly
individual, office, and departmental goals in an efficient way with each staff member.
Furthermore, a good supervisor should be able to empathize with their employees by offering
direction and recommendations related to performance concerns that may affect an employee's
work life. Ideally, a good supervisor ought to be flexible and open to hearing new
ideas/suggestions their employees have. Additional, all supervisors should promote a friendly,
safe, and respectful working environment. Lastly, I feel good supervisors are able to deal with
issues and concerns as they occur and not leave them for a later date while being able to make
decisions in the best interest of all and stand by those decisions.
Personal Supervision Philosophy

Higher Education Administration: Supervision Philosophy

The core of my supervision philosophy is active personal and professional growth of each
of my employees. I want all my employees to be able to communicate with, trust, and believe in
each other and progress towards achieving personal, and departmental, and divisional goals. As
a future supervisor in the field of higher education administration, I believe in: (1) fostering an
environment conducive to open communication, (2) treating and respecting employees as
individuals, (3) supporting my employees through professional development opportunities, (4)
establishing follow-up with employees, (5) encouraging new ideas and perspective, (6) holding
myself and other accountable for missteps while providing proactive action plans, and (7)
making decisions in the best interested of all while remaining true to my values, beliefs, and
principles.
Professional Development
By investing in professional development, as a supervisor I can successfully cultivate my
team of employees by allowing them to take advantage of professional growth opportunities.
Professional development opportunities are opportunities that enhance an employee's knowledge,
skills, and appreciation (Gickman, Gordon, & Ross-Gordon, 2010, p. 335). Various
opportunities may exist, but those that will prove to be the most beneficial, and supported by my
supervision philosophy, are ones that align with the mission, vision, and direction of their
institution.
Assessment
To be a successful supervisor, have assessment plans will be necessary. Assessment plans
I would invest in as a supervisor are those that support the on-going development of my
employees and allow me to reflect on my own supervision philosophy. Kelly (2002) suggests
that to both evaluate and retain employees; supervisors should assess their employees' real vs.

Higher Education Administration: Supervision Philosophy

perceived abilities, communication style, and review appropriate and realistic workloads
assigned to employees. As previously mentioned, McNair and Roper (2011) suggests
supervisors review their supervision philosophy at least once a year. When to assess employees,
I would formally do so annually, this assessment if often called a performance review.
Moreover, I would conduct weekly or monthly one-on-one meetings with my employees and
organize weekly staff meetings. Such engagement could contribute to better job performance
and often leads to more open communication between the supervisor, supervisee, and staff
(Kelly, 2002).
Summary
Evidently, there is no exact, finite supervision philosophy. Many styles exist and through
assessment of one's own supervision philosophy, a supervisor can fine-tune what combination of
supervisor techniques work best for them and are most received by their employees. A
supervisor who fosters a friendly work environment, treats everyone with respects, and openly
communicates individual, departmental, and divisional ideas, suggestions, issues and concerns, I
believe, is on the track to success. Supervision that incorporates professional and personal
growth through on-going guidance, support, and opportunities, is a principal aspect of my
personal supervision philosophy.

Higher Education Administration: Supervision Philosophy

References
Gickman, C., Gordon, S., & Ross-Gordon, J. (2010). Supervision and Instructional Leadership:
A Developmental Approach, (8), p. 331-345.
Kelly, C. (2002). Changing school culture through clinical supervision. Retrieved from
http://www.hiceducation.org/Edu_Proceedings/Christine%20M.%20Kelly.pdf.
McNair, D., & Roper, Larry D. (2011). Developing a philosophy of supervision: One step toward
selfauthorship. New Directions for Student Services, 2011 (136), 27-34.