Teacher Views on Instructional Supervision

Summary

In this insightful discussion, experienced teachers Patricia Price, Lisa Young, and Cheryl Pleasant Blackwell share their perspectives on effective instructional supervision. They emphasize the importance of compassion, classroom experience, and interpersonal skills in a supervisor's role. The conversation highlights the balance between directive and collaborative approaches, with a preference for the latter. The teachers also touch on the challenges new administrators face when transitioning from the classroom and offer advice for aspiring supervisors to observe, learn, and build interpersonal skills.

Takeaways

• 🎼 Patricia Price has been teaching music for 37 years.
• 🔍 Lisa Young teaches 'discoveries' and has been in the profession for nine years.
• 🌿 Cheryl Pleasant Blackwell is a fourth-grade science and social studies teacher with 23 years of experience.
• 🤔 The panel discusses the qualities of good instructional supervisors, emphasizing compassion and classroom experience.
• 🔑 Interpersonal skills are highlighted as crucial for instructional supervisors, along with a knowledge base and technical skills.
• 🤝 Teachers generally prefer a collaborative approach from instructional supervisors, as opposed to a directive one.
• 📊 There are situations, such as data analysis, where a directive approach may be necessary for efficiency and clarity.
• 👩‍🏫 Teachers transitioning to administrative roles may initially lean towards a directive style, maturing into a more collaborative stance over time.
• 🧐 Observation and learning from others are advised for aspiring instructional supervisors.
• 💡 Being genuine and true to oneself is important when moving into supervisory roles.
• 📚 The script mentions the importance of understanding various roles within a school, as experienced by a principal who had taught various subjects.

Q & A

Who are the three teachers introduced in the transcript, and how long have they been teaching?

The three teachers introduced are Patricia Price, who has been teaching music for 37 years; Lisa Young, who teaches discoveries and has been teaching for nine years; and Cheryl Pleasant Blackwell, a fourth-grade science and social studies teacher with about 23 years of experience.

What are the key characteristics of a good instructional supervisor according to the teachers in the transcript?

The teachers believe that a good instructional supervisor should be compassionate, have experienced the classroom themselves, and be able to communicate effectively with the person they are supervising.

What are the three prerequisites for instructional supervision mentioned in the transcript?

The three prerequisites for instructional supervision are a knowledge base in the teaching profession, technical skills, and interpersonal skills.

Why do some teachers prefer a collaborative approach over a directive one from an instructional supervisor?

Teachers prefer a collaborative approach because it makes them feel wanted, appreciated, and part of a team, which enhances their excitement and engagement in their work.

In what situations might a directive approach from an instructional supervisor be necessary?

A directive approach might be necessary when there is a need for specific tasks to be completed by a certain deadline, such as data analysis, or when there are specific teaching tools or methods that must be incorporated into lessons, like the use of a smart board.

Why might administrators tend to be more directive when they first transition from being a teacher?

Administrators might be more directive initially because they are stepping into a new role where they feel the need to establish themselves as leaders and command respect, which can sometimes be perceived as a shift from collaboration to direction.

What advice would the teachers give to classroom teachers in graduate school who aspire to become instructional supervisors?

The advice given is to pay attention and observe everything going on around them, including how other teachers, students, and principals interact, to build strong interpersonal skills and learn from the experiences of others.

What is the importance of being involved in the classroom and children's lives for an instructional supervisor?

Being involved in the classroom and children's lives helps instructional supervisors stay connected to the realities of teaching and learning, which is crucial for providing relevant and effective support to teachers.

How does the experience of being a teacher influence the role of an instructional supervisor?

Having been a teacher allows instructional supervisors to understand the classroom dynamics and the challenges teachers face, enabling them to provide more empathetic and practical guidance.