Abstract
Supervision is a vital component of effective education and should be implemented as a regular practice to strengthen teachers' instructional methods in the face of ongoing accountability demands and responsibilities, which can hinder the primary purpose of teaching and learning. Supervision has evolved from rigid oversight to more supportive and tailored approaches that encourage teachers to reflect on their practices. As the key educators of students, teachers must remain current with the latest educational trends, pedagogy, methods, and best practices to achieve educational goals. This chapter aims to revitalize essential supervisory models within schools and underscores the importance of integrating adult learning theories and stage theories of adult and teacher development into supervisory processes, ultimately improving teaching and learning outcomes.
TopIntroduction
Education plays a pivotal role in human development, and as such, the education sector warrants significant attention. A robust education system equips future generations with quality, excellence, and competitiveness (Suchyadi et al., 2019). Education is a deliberate endeavor to enhance human resources by developing abilities, knowledge, skills, and attitudes optimally. It shapes human personality, skills, and character (Karim et al., 2021). Teachers hold a critical role in education, being responsible for shaping students' lives, attitudes, and behaviors, molding them into virtuous, capable, and valuable individuals for their country and nation (Setyaningsih & Suchyadi, 2021). Quality education is vital for successful learning in schools and institutions worldwide. School supervision is considered a leadership function aimed at improving teaching performance and teacher training (Sarfo & Cudjoe, 2016).
In modern times, educational supervision takes various forms and addresses different aspects of the educational spectrum. Consequently, numerous definitions of supervision exist within the field. Glickman (1985) defined supervision as a school function that enhances instruction through direct assistance to teachers, curriculum development, in-service training, group development, and action research. Acheson and Waite (1998) outlined the goals of supervision as stimulating purposeful professional development and advancing student learning. Iwanicki (1998) emphasized supervision in terms of evaluation, while Garmston et al. (1998) identified three distinct supervisory functions: enhancing instructional quality, nurturing educators' potential for growth, and strengthening the organization's capacity for innovation and progress. Zepeda's (2007) definition of supervision followed a cyclical, three-part approach, comprising instructional supervision, professional development, and evaluation. These elements are interrelated and integral to the supervision process as a whole, with each contributing to a comprehensive representation of teacher supervision.
Within each definition and purpose employed, one question remains: What makes teacher supervision significant, and is there a correlation between teacher supervision and improved instruction? This chapter will explore the importance and objectives of supervision, present influential supervisory models for school leaders to implement, such as clinical supervision, developmental supervision, and differentiated supervision, and discuss how these models can significantly enhance teachers' professional growth and lead to measurable improvements in student achievement. Each model will be introduced and explained followed by a review of studies examining their effectiveness. In order to successfully implement these supervisory approaches, school leaders must understand adult learning and stage theories of teacher development. The chapter will emphasize the importance of incorporating adult learning principles into supervisory activities, thereby creating differentiated, tailored, and collegial supervisory efforts that foster success and a positive learning experience for educators.
Key Terms in this Chapter
Developmental Supervision: It is an evaluative practice that accentuates the modification of individual behaviors by cultivating a culture of reflection and critical inquiry. By aligning their experiences with the suitable approach to developmental supervision, individuals can broaden their competencies and acquire greater strength.
Professional Development: It refers to the ongoing learning and growth that teachers engage in to improve their skills, knowledge, and effectiveness as educators.
Adult Learning Theories: They focuses on how adults learn differently than children and aim to identify the learning styles that are most effective for them.
Clinical Supervision: It is the process in which a supervisor provides guidance and support to a teacher to enhance their skills and effectiveness in the classroom through planned steps.
Stage Theories: They propose that individuals go through a series of distinct developmental stages that build upon each other. These stages are characterized by specific cognitive, emotional, or social milestones and are thought to reflect a universal pattern of development that applies to all individuals.
Differentiated Supervision: It is an approach to supervision that provides teachers with options about the kinds of supervisory and evaluative services they receive.