School Teaching and Supervision
Schools, Teaching, and Supervision
Grand Canyon University
Reflections on Schools, Teaching and Supervision
EDA-551
Holbeck
May 5, 2014
Schools, Teaching, and Supervision
My beliefs are supervisors are in a school to be leaders and raise the bar for the school, teachers, students, and community. Supervisors are there to continually drive the school mission and vision statements. My beliefs as a future supervisor most closely follow the philosophy of essentialism. Furthermore, “Teacher supervision is a formative process that focuses primarily on improving instruction”.(L. Kalule, Y. Bouchamma pg.89) This is mostly based on how I was raised and the beliefs instilled into me as a child, young adult, and adult.
I was born and raised in rural Wyoming and grew up in an agriculture lifestyle. The idea of sleeping in or taken the day off was not an option. At the age of 9 my summer days where spent in the hayfields from sun up to sun down. Whether it was harrowing fields or stacking hay bales, life for a young man on a dairy farm was always on the go. When the haying season was finally done, there where many other jobs that needed to be attended to before school started again in the fall. There where chicken coops to be cleaned, fence to be fixed, and cows to be milked twice a day. As far as how one learned how to due all chores, it was usually taught by and older brother, father, or grandpa. In most cases I was shown how to due the task once and reprimanded if it was not up to their expectations. As I grew older self-taught was the way of learning. This allowed one to gain independence and be able to pass their beliefs onto others. In essence teach the younger generation how to do the daily task on the farm.
As an instructional supervisor we are there to show improvement within the school each and every year. In todays classroom data is a driven force. Students and teachers can be shown where a student scored the year before and see
Grand Canyon University
Reflections on Schools, Teaching and Supervision
EDA-551
Holbeck
May 5, 2014
Schools, Teaching, and Supervision
My beliefs are supervisors are in a school to be leaders and raise the bar for the school, teachers, students, and community. Supervisors are there to continually drive the school mission and vision statements. My beliefs as a future supervisor most closely follow the philosophy of essentialism. Furthermore, “Teacher supervision is a formative process that focuses primarily on improving instruction”.(L. Kalule, Y. Bouchamma pg.89) This is mostly based on how I was raised and the beliefs instilled into me as a child, young adult, and adult.
I was born and raised in rural Wyoming and grew up in an agriculture lifestyle. The idea of sleeping in or taken the day off was not an option. At the age of 9 my summer days where spent in the hayfields from sun up to sun down. Whether it was harrowing fields or stacking hay bales, life for a young man on a dairy farm was always on the go. When the haying season was finally done, there where many other jobs that needed to be attended to before school started again in the fall. There where chicken coops to be cleaned, fence to be fixed, and cows to be milked twice a day. As far as how one learned how to due all chores, it was usually taught by and older brother, father, or grandpa. In most cases I was shown how to due the task once and reprimanded if it was not up to their expectations. As I grew older self-taught was the way of learning. This allowed one to gain independence and be able to pass their beliefs onto others. In essence teach the younger generation how to do the daily task on the farm.
As an instructional supervisor we are there to show improvement within the school each and every year. In todays classroom data is a driven force. Students and teachers can be shown where a student scored the year before and see
References: Beswick, K. (February, 1 2014, February 1, 2014). What teachers’ want: Identifying mathematics teachers’ professionallearning needs. Montana Mathematics Enthusiast, 11, 83. Retrieved from http://eds.a.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=3054e2ae-6049-4e8c-8f8e-fb37b0f2f947%40sessionmgr4004&vid=4&hid=4111 Eva, S. C., MarieLouise, O., & Boalt, B. S. (2008). Supervisor trainees’ and their supervisors’perceptions of attainment of knowledge and skills:An empirical evaluation of a psychotherapysupervisor training programme. Retrieved from http://eds.a.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=3054e2ae-6049-4e8c-8f8e-fb37b0f2f947%40sessionmgr4004&vid=8&hid=4111 Kalule, L., & Bouchamma, Y. (2013). Supervisors’ Perception ofInstructional Supervision. Retrieved from http://eds.a.ebscohost.com.library.gcu.edu:2048/ehost/pdfviewer/pdfviewer?sid=3054e2ae-6049-4e8c-8f8e-fb37b0f2f947%40sessionmgr4004&vid=6&hid=4111