200 word reply min
Glickman, Gordon, and Ross-Gordon (2018) discussed the collegial supervision having four distinct characteristics. The first characteristic of importance is building a relationship between teachers and supervisors (Glickman et al., 2018). This is an excellent point because of the importance of smooth relationship between the teachers and supervisors allows the students to feel at ease within the learning environment. The second characteristic of importance is focusing on teaching growth (Glickman et al., 2018). It is very important for the teachers and the teaching concept to grow with the needs of the educational environment. The third characteristic is facilitating teacher collaboration for instructional improvement (Glickman et al., 2018). The importance of collaboration between the teachers and the supervision of the teachers is detrimental to the growth of the teachers and the growth of the students. The fourth characteristic is involving ongoing reflective inquiry (Glickman et al., 2018). Ongoing reflective inquiry involves a focus on practical aspects of learning, personal inquiry into the individual aspects of how to process the information and what is achieved through the learning process.
The focus of the collegial supervision for foster teacher growth as opposed to the hierarchical supervisory system that only fosters teacher compliance. My personal philosophy of supervision and leadership as it relates to the student achievement aligns with the collegial supervision approach to educational leadership. I agree with the four distinct characteristics and their importance to the teacher, supervisor, and also the learning environment created for the students. It has been my personal experience that the hierarchical supervisory system does not foster teacher growth. I agree that the hierarchical system only fosters teacher compliance and that creates a learning environment for the students that also foster compliance. If there is teaching growth, there will be student growth. In addition, if there is collaboration of instructional material, then there will be a platform for collaboration of learning in the classroom. I have worked in educational environments where the collaboration of the teaching team opened many doors of learning and opportunity for the students. On the other hand, I have worked in educational environments where the inquiry and growth was not available to the teachers or the students and it does breed a philosophy of compliance. The mind set of just complete the required material and be done with the boring experience, is not an environment of learning and inquiry that leads to growth in the teachers or the students.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018). SuperVision and instructional leadership: A developmental approach. New York, NY: Pearson Education Inc.