Theory of Supervision

2 February 2017

When I think about my personal theory of supervision and evaluation, several key theories and theorists run through my mind.

As an administrator, I will incorporate several different aspects and themes of theories that I have learned about. I do not think that you can be an effective leader using just one theoretical perspective. Every school, student, faculty and staff member has different needs, and it is my duty to assist in fulfilling those needs.That means that I will have to make several adjustments to my leadership style as I learn more about my schools population and issues. It is imperative that I support ISLLC standards. Effective school leaders are strong educators, anchoring their work on central issues of learning and teaching and school improvement. They are moral agents and social advocates for the children and the communities they serve.

They make strong connections with other people, valuing and caring for others as individuals and as members of the educational community (Council of Chief State School Officers, 2002).

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The key concepts to my approach would include aspects from Warren Bennis, Howard Gardner, David Kolb, Peter Senge and Michael Fullan. I chose these five theorists because they focus on effective leadership, change, learning and most importantly the success of all students. Warren Bennis developed four competencies of great leaders. Those competencies include the management of attention, meaning, trust and self. In order to truly be an effective leader you must be able to hold people’s attention, help them to understand your vision, earn their trust and be confident in yourself.If you are unable to master those four things, I believe that you will be ineffective as an administrator.

One of the themes that I found most effective was we need to “know ourselves. ”  Bennis (2003), states that knowing thyself means separating who you are and who you want to be from what the world thinks you are and wants you to be. ”  This is a lesson that we all need to learn and relearn. I believe that leaders need to continuously be on the journey to understand themselves, especially when they go through a leadership transition of any kind. Howard Gardner and David Kolb both emphasize learning.Gardner developed the theory of multiple intelligences. His theory validates educators’ everyday experience: students think and learn in many different ways.

Gardner provides educators with a conceptual framework for organizing and reflecting on curriculum assessment and pedagogical practices (Gardner, 1991). Kolb introduced the experiential learning theory. His theory emphasized the importance of experience in the learning process, drew on research by Dewey and Piaget to identify two major dimensions of learning: perception and processing (Kolb, 1984).As an administrator my main goal is the success of ALL students. It is my duty to lead school reform to raise student achievement. Success in leading reforms to increase student achievement will be hinged upon my ability to create a shared vision within the school community as well as my success in implementing new organizational structures that engage teachers in shared decision-making. A positive school climate can enhance student engagement, motivation and achievement.

School climate is a significant element in discussions for improving academic performance and school reform.Positive school climate is characterized by strong collaborative learning communities. Peter Senge’s theory states that learning organizations are places where people continually expand their capacity, where new and expansive patterns of thinking are nurtured, where collective aspiration are set free, and where people are continually learning to see the whole reality together (Senge, 2006). Also, Michael Fullan states that every stakeholder in the educational change process is a change agent.Fullan and Stiegelbauer (1991 ) state that the key to successful change is the improvement in relationships between all involved and not simply the imposition of top down reform. As an administrator, it is my idea that every person in the building will work collaboratively to ensure student success. I am not just talking about classroom teachers, but also the custodians, cafeteria workers, bus drivers and secretaries.

Everyone in the building should play a part in the environment for student learning.In other words, when students, in partnership with educators and parents, work together they promote essential learning skills as well as life and career skills that provide the foundation for 21st century learning (Partnership for 21st Century Skills, 2002). Depending on the learners and the situation, different learning theories may apply. It is important for individuals to know the strengths and weaknesses of any theory. Theories are useful because they open up the doors of possibilities and allow different ways to see the world.Schools have a greater chance of being successful and appealing if everyone works together toward achieving the common goal: creating lifelong learners. It is important that the administrator understand that their theory may need to be intertwined with others.

As the old saying goes, “if the only tool in your workbox is a hammer, you will perceive every problem as a nail. ” School success comes when everyone has the same mission but each brings their own “tools” to the table. My Graphic Representation.

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