Being an Effective

Supervisor
Or How To Be Good Doing This Job
What Do We Know So Far?
We know:
There are many reasons to supervise peers,
some necessary for retention, some for
professional growth
There are many tools to use- we dont have to
reinvent the wheel
There is a wealth of information to be learned
by doing these observations
A Few Points to Consider
The value of the supervisory process is that it can
lead to professional growth- to a change in habits, a
change in behavior, to better professional practice
It can also provide insights for the person doing the
supervising- insights about their own practice
Supervision is NOT about making a judgment or an
evaluation; it is about observing and reporting what
you saw, then letting the person observed make
judgments about what needs to be changed
Supervision is NOT to be an end in itself; it should be
a means to an end- professional growth or evaluation
So What Qualities Should a Good
Supervisor Have?
A good supervisor should be attentive: should
be an active listener, should know how to
listen and know what to listen for and to
A good supervisor is knowledgeable: knows
how to use various supervisory systems,
knows when to use them and how to adapt
them; also knows about people..
A good supervisor has clarity: can
communicate well with others and can make
the points needing to be made
A good supervisor is objective: he/she can place
themselves in the role of supervisor and knows the
difference between supervisor/evaluator and when to
assume each role; does not make judgments when in
the role of supervisor
A good supervisor is broad-minded: he/she knows
that there are differences in people- in how they will
respond to supervision; is open to utilizing whatever
is needed to meet objectives
A good supervisor is a strong leader: she/he can give
guidance to teachers/coaches, is strong and able to
make decisions when necessary
A good supervisor is cooperative: they are self-
assured enough that they dont need to be autocratic;
they can accept suggestions and comments from
others in the vein in which they are given, and can
utilize those suggestions in the program
A good supervisor is warm: they have a genuine
desire to help teachers/coaches, and communicate
this desire in words and in actions
A good supervisor is supportive: they are positive
about the program, but also helps teacher/coaches in
dealing with the supervisroy process and with what it
reveals
A good supervisor has high expectations: they expect
all staff to be their best, to do their best, to give their
best and models the same behavior; helps teachers
and coaches determine what this is and set goals to
achieve it; guides them to meeting these goals
A good supervisor is trustworthy: she/he keeps their
word, does as they say they will do
A good supervisor is tactful: they are sensitive to
others, and tries to avoid threatening supervisees;
they know what to say, when and how to say what
needs to be said
Heres something to think about
I know you believe you understand what you
think I said, But I am not sure you realize that
what you heard is not what I meant
This is what a good supervisor wants to avoid
at all costs!
Good communication is key to serving in this
supervisory role
5 Types of Supervisory/Conference
Messages
Type A- what did the teacher/coach do well?
Use these when you see behavior that is
productive
Use these when you see behavior that results
in student/athlete learning
Be specific- many of us have never been told
what we do right
Always a start a conference with a Type A
message
Type B Messages
How could this teacher or coach stretch
through an alternative behavior?
Remember that teacher/coach behavior
produces student behavior
(Touching an object is safer that touching a
person- so if they are fragile, focus on
something other than them personally)
Type C Messages
Ask the teacher or coach to identify strengths and
weaknesses of the lesson or practice/game
Is this working or not?
This message type is NOT for new or inexperienced
staff
The observer may provide some alternatives
This type of message is a goal for all conferences
Avoid I like the way because the tendency to try
to please someone is dangerous, and not always
productive!
Type D Messages
Used when the observer notes something
that went wrong
Was the teacher/coach aware of the behavior?
Was there a reason why the teacher/coach
used the technique or acted as noted?
Suggest or arrange to offer alternatives
Conspiracy of silence- ignoring undesirable
behavior as if it did or does not exist
Type X Messages
Excellent teacher/coach works with observer
to identify next steps. Make videotape of
yourself in a coaching and/or teaching setting
and review it. The goal is to see yourself as a
professional
Final Goal
The final goal is formative- that the
experience of supervision is to promote
professional growth, and to better
professional practice on the field and in the
classroom
Sometimes this process results in an
evaluation for retention; if it does, then the
data will exist to support either retention or
release from the job