Personal Supervisory Platform

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Personal Supervisory Platform
Overview
Educational leadership has changed and evolved through the years as a result of dramatic changes in the school culture, student demographics, environment, science, technology, and economy. Given the complexity and unpredictability of the demanding challenges to educate all children, prospective school leaders may find it desirable to define their own beliefs about instructional supervision and evaluation as they prepare for the rigor of school leadership practice. While enacting supervision, a supervisor is guided by certain values, assumptions, beliefs, and opinions that support the purpose and process of supervision (Sergiovanni & Starratt, 2006). This can be described as the supervisor’s platform of supervision. The supervisor’s platform provides an opportunity for you to share the philosophy that undergirds your practice and your supervisory goals. For your final course assessment, you will need to develop an individual platform for supervision and evaluation addressing beliefs about supervising in an educational setting.

Directions
A critical goal of the course is to help you develop principles for successful supervision. These principles can be stated as part of a Personal Supervisory Platform. The espoused platform for supervision should explicitly convey your purposes for supervision and evaluation, major beliefs that relate to your practices in delivering supervision and evaluation of teaching, and specific strategies you use to accomplish your purposes. Incorporate what you have learned about your personal philosophy of education and research-based best practices for effective supervision and evaluation. In your effort to clarify your own beliefs about school leadership, conclude with explicit implications for personal practice in the supervision and evaluation of teaching. In addition to the textbook, support your position with citations from relevant readings in the literature on instructional supervision and evaluation. Refer to at least three outside sources in your paper. Each paper can range from 8 – 10 double-spaced pages and must adhere to APA style (6th ed.) guidelines. You may organize your paper as responses to the guiding questions or in paper format as long as it is formatted using a 12-point font and one-inch margins. Paper Guidelines:

1. Begin your paper with an introduction that explicitly describes any major assumptions about education, school, effective teaching, students and learning that you hold that influence your perspective on supervision and evaluation. 2. Organize your paper to reflect answers to the following questions to help build your platform: (In addition to question #12, choose at least six questions to respond to) 1) What is your definition of instructional supervision? 2) What should be the ultimate purpose of supervision? 3) Who should supervise? Who should be supervised?

4) What knowledge, skills, attitudes, and values are possessed by successful supervisors? 5) What are the most important needs of teachers?
6) What makes for positive relationships between supervisors and teachers? 7) What types of activities should be part of instructional supervision and evaluation? 8) What steps do you believe should be taken as teaching is evaluated formally? 9) Who should be accountable for assuring competent teaching performance? 10) How do you see your work influenced by district, state, and national standards for teaching? Be sure to address how assessments of student learning and accomplishment would inform your evaluation of teaching. 11) What are your views on the proper use of organizational power for supervising and evaluating teaching? 12) What should be changed about the current practice of instructional supervision and evaluation to safeguard the values of democracy, equity, and diversity within the school? 3. Conclude your platform development...
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