Priority List for Implementing Supervision Instructional Strategies

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The instructional leader must be skillful, effective, and flexible with all instructional supervision strategies. An enlightened leader provides constructive feedbacks that improve instruction, and ultimately, student performance; and leads a team of educators to reach their highest potential. Based on my study of the different strategies, the following is the order of my priority: Critical Friends Group, Standards-Based Walk-Through, Peer Coaching, Mentoring, Peer Assessment, Clinical Supervision, Portfolio Assessment, and Action Research. The criteria used to determine rank of the supervision strategies was the amount of colleague support provided to encourage instructional change. The list ranks from effective strategies collaborating…show more content…
This is a valuable opportunity for teachers to learn from teachers, reflect, question, support, and share knowledge. The invaluable process needs to increase professional growth.
Although there are more reasons why Standards-Based Walk-Through is an effective approach there, is one flaw that stands out as a concern of mine. Colleagues do not get the opportunity to observe the students in active learning. Unfortunately, this approach only allows the team of teachers to see the end outcomes and rely on how the teachers’ reflection of the activities presented during the walk-through.
Mentoring, Peer Coaching and Peer Assessment:
These three effective supervision strategies are remarkably similar in the sense of gaining new ideas from colleagues, non judgmental and no evaluations to complete. Simply, teachers helping teachers and both parties involved may improve teaching ability. The strength is in the teacher-to-teacher interaction of all three of these approaches to push thinking forward which will assist in the improvement of teaching.
Unfortunately, in all three approaches there’s slight bias relating to the observer’s own beliefs about teaching.
Clinical Supervision:
This process respects teachers and builds relationships between leader and teacher. Together, leader and teacher establish the purpose for the observation and determine how the leader can assist with supporting the responsible professional. The instructional
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