Maximizing instructional time is fundamental to the success of the instructional plan. To increase student achievement in ELA, leading to increased performance on ELA standards, the school leader must ensure that “teacher and organizational time focuses on supporting high-quality school instruction and student learning” (ELCC 3.5). Supervision is an essential component in the improvement of instruction. Effective supervision is one that will create a school culture that is not only inclusive and positive, but one that maximizes instructional time for teacher practice and student learning. As the school leader of Success Middle School I will strive to build the capacity of teachers to be reflective practitioners, who will grow professionally.
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In this theory of supervision, teachers, curriculum specialists, and supervisors “cooperate to improve instruction” (Sullivan & Glanz, 2013). In today’s education system so many outsiders are making decisions that impact the teaching and learning process with little understanding of what goes on in the classroom setting on a daily basis. They are not the ones who have a direct influence over the students sitting in the classroom. This can be understandably frustrating for educators. Educators should have a voice in the process of improving instruction because they directly service the students. They know their students best. Therefore, a democratic method of supervision would allow for teacher input in the decision-making process. Another similarly viewed supervision theory is clinical supervision, with its “emphasis on collegiality.” Supervision as a collaborative effort is vital so that teachers can take part in the process of reflecting on their teacher practice and with the support of the school leader can outline next steps for the improvement of their practice. Through clinical supervision, teachers get to share their perspectives, which gives them a sense of empowerment. As teachers become empowered, they emerge as teacher leaders, which I believe would have a positive effect on teacher practice and school culture at Success Middle School (Sullivan & Glanz, 2013). Overall, supervision must be a means to support teachers in an effort to improve classroom instruction. A quote that embodies my beliefs about supervision is: “Teachers and supervisors work as collaborative inquirers for the benefit of students” (Sullivan & Glanz, 2013). Therefore, in order for supervision to prove successful, its purpose of increasing student achievement must be at the
In this theory of supervision, teachers, curriculum specialists, and supervisors “cooperate to improve instruction” (Sullivan & Glanz, 2013). In today’s education system so many outsiders are making decisions that impact the teaching and learning process with little understanding of what goes on in the classroom setting on a daily basis. They are not the ones who have a direct influence over the students sitting in the classroom. This can be understandably frustrating for educators. Educators should have a voice in the process of improving instruction because they directly service the students. They know their students best. Therefore, a democratic method of supervision would allow for teacher input in the decision-making process. Another similarly viewed supervision theory is clinical supervision, with its “emphasis on collegiality.” Supervision as a collaborative effort is vital so that teachers can take part in the process of reflecting on their teacher practice and with the support of the school leader can outline next steps for the improvement of their practice. Through clinical supervision, teachers get to share their perspectives, which gives them a sense of empowerment. As teachers become empowered, they emerge as teacher leaders, which I believe would have a positive effect on teacher practice and school culture at Success Middle School (Sullivan & Glanz, 2013). Overall, supervision must be a means to support teachers in an effort to improve classroom instruction. A quote that embodies my beliefs about supervision is: “Teachers and supervisors work as collaborative inquirers for the benefit of students” (Sullivan & Glanz, 2013). Therefore, in order for supervision to prove successful, its purpose of increasing student achievement must be at the