Characteristics Of An On-Site Supervisor

Supervisor’s expectations of the supervisee may consider readiness to learn from the assigned tasks that is given, paying attention to detail and appropriate procedures, taking the initiative on tasks, follow-through on assignments, being open minded to the supervision process, willing to seek assistance, being flexible, and having a cooperative and supportive attitude. Some of these items are some of the examples I overcame to my supervisors as being a supervisee which made my experience a successful one.

Developmental supervision models call upon teachers and other instructional leaders to employ approaches that are useful in improving their cognitive growth. In this case, the supervisor seeks to employ a supervisory model that diagnoses their conceptual levels (CL). With a collaborative approach, the teacher can be successful in ensuring a perfect presentation, the ability to improve problem-solving strategies, and negotiate with students. The rationale for choosing a collaborative model of supervision lies on the fact that supervisors are able to define a problem before weighing on some possible solutions. The developmental supervisor can also seek advice from others in the event of a complicated issue. The

How are your lessons designed for student learning of mathematical concepts, procedures/algorithms, and mental math strategies through problem solving?

Another idea to improve mathematics performance in elementary level is to encourage the student to link the existing knowledge and the new knowledge effectively while working math problems/examples. A worked example is “a step-by-step demonstration of how to perform a problem” (Clark, Nguyen, & Sweller, 2006, p. 190). This will prepare the students for similar problems in the future as they bridge the connection between the problems and the examples. In many cases, students are encouraged to link the informal ideas with the formal mathematics ideas that are presented by the teacher to be able to solve problems. When students examine their own ideas, they are encouraged to build functional understanding through interaction in the classroom. When students share among themselves on differences and similarities in arithmetic procedures, they construct the relationship between themselves hence making it the foundation for achieving better grades in mathematics. Teachers can also encourage students to learn concepts and skills by solving problems (Mitchell et al 2000). Students do perform successfully after they acquire good conceptual understanding because they develop skills and procedures, which are necessary for their better performance. However, slow learning students should engage in more practice

In the profession of occupational safety and health, the conversational interpretation style would be most common amongst front-line supervisors. Though some regulations provide clearly defined measurements, many regulations enforced by OSHA provide unspecified instructions for the front-line supervisors to comply with. For instance, 29 CFR 1910.212(a)(3)(ii) states, “The point of operation of machines whose operation exposes an employee to injury, shall be guarded. The guarding device shall be in conformity with any appropriate standards therefor, or, in the absence of applicable specific standards, shall be so designed and constructed as to prevent the operator from having any part of his body in the danger zone during the operating cycle.” In this case, what are the additional appropriate standards? How specific does a standard need to be for consideration? Where is the designated danger zone?

Initially, there appeared to be some challenges in getting Kelly to be honest and vulnerable about how she was feeling in sessions and as a growing therapist. After Stephanie Murphy and I switched supervisees for one session, Stephanie was able to provide Kelly with some important interpersonal feedback, which seemed to really resonate with Kelly. After this, I believe our supervision sessions were enhanced.

While observing Mrs. Henderson’s classroom, I noticed that she used an approach that most teachers don’t. When I asked Mrs. Henderson why she chose this approach she told me that originally she was supposed to teach 3rd and 4th grade math at the same time. When the plan changed from her doing 3rd and 4th to just 3rd she decided to continue with her plan on using guided math. While doing guided math, students are working on math problems they learned in the lesson before and working on increasing on their basic knowledge of math facts.

The Adult Protective & Community Supervisor (APCS) supervises and directs the activities of Adult Protective Services (APS) investigator that are responsible for the intake, investigation and intervention of reports of abuse, neglect, or exploitation (ANE) of eligible adults. This chapter defines the roles and responsibilities of the APCS including the review of investigations and documentation.

When an officer uses force on a suspect, Commander Pitcher explains that reporting to the department managers on what happened in an incident from an objective perspective is critical to the investigation. “Officers must be able to justify to their management each individual punch, kick, baton swing, gun shots, and Taser rounds. If an officer cannot justify all of their actions against the suspect then this becomes excessive force and or unauthorized force.” (Commander Pitcher, date). The role of a supervisor in police work is highly critical as they are responsible for issues that can ultimately shape American history. In which case, supervisors are directed to respond to the scene in instances where a subject has been hit by a less lethal impact weapon or in instances where an officer has negligently or unintentionally discharged the Taser. Officers are required to notify supervisors immediately whenever less lethal weapons are deployed on a subject.

“Ideal supervisors possess the depth of knowledge and practical expertise necessary for training clinicians” (Greer, 2003, p. 136). I chose this quote because as soon as I read it I was in complete agreement with the statement. Personally, I experienced excellent supervisors who truly passed on their academic and professional wisdom, which enhanced my confidence in my professional interactions with my clients and the tasks I performed for the agency. When my supervisor took the time to explain, teach me step by step, and provide me feedback on my own performance that is when my skills accelerated in client assessments and bereavement phone calls.

Supervision focuses on the improvement of the learning and professional development for teachers and on the provision of timely and consistent information for a correct decision-making on all areas. Supervision is one of the keys to providing feedback to educators while working to achieve the anticipated objectives. Therefore, the use of different supervisory strategies are necessary in order to address each teacher’s uniqueness, their vast and diversified experiences, and the knowledge they bring with them. With supervision, comes great responsibility as well as challenges and both can be suitable if I focus or target on the most appropriate supervisory behavior that will engage teachers in collaborative actions that empower teachers as decision-makers

Practices: Daily homework assigned to students to help them remember the math lesson for that day. Also, encouraged the students to write in their math journal

A real life supervisor that I have worked for that demonstrated the supervisory competences. Technical, when working at a retail store the district manager would verify store goals were being met by lower level managers, Interpersonal, A manger from Charm and Charlie would constantly communicate, motivate, delegate, and resolve conflicts. The manager wanted to have open communication with associates to better help in operation of sales floor, Conceptual, A full time manager at Charm and Charlie saw a sales decrease and customers were only purchasing sale merchandise the manager would analyze the situation then come up with an idea to resolve problem, Political, When working for NOB the supervisor and assistant manager came together to prove

The kinship between the supervisor and trainee is essential in defining the type and quality of counseling supervision, such as counseling theory of the director, expectations, monitoring and evaluating styles of participants, becoming the experimental features that guide trainees’ behavior during supervision (Ganske, Gnilka, Ashby, & Rice, 2015).

Many educators will argue what makes an effective teacher and how that correlates with the function of the classroom. When we talked about how to be an effective teacher we discussed three components, teaching through problem-solving and selecting appropriate tasks, creating appropriate environments and using appropriate interventions. In my field experience, I was able to observe these three effective mathematics teaching components and understand how they apply to the classroom. After leaning about these components, I was then able to use them in my personal experience and see how they