Whither Supervision?
Keywords:
School supervision, organizational culture, postmodernism.Abstract
This paper inquires if the school supervision is in decadence. Dr. Waite responds that the answer will depend on which perspective you look at it. Dr. Waite suggests taking in consideration three elements that are related: the field itself, the expert in the field (the professor, the theorist, the student and the administrator), and the context. When these three elements are revised, it emphasizes that there is not a consensus about the field of supervision, but there are coincidences related to its importance and that it is related to the improvement of the practice of the students in the school for their benefit. Dr. Waite suggests that the practice on this field is not always in harmony with what the theorists affirm. When referring to the supervisor or the skilled person, the author indicates that his or her perspective depends on his or her epistemological believes or in the way he or she conceives the learning; that is why supervision can be understood in different ways. About the context, Waite suggests that there have to be taken in consideration the social or external forces that influent the people and the society, because through them the education is affected. Dr. Waite concludes that the way to understand the supervision depends on the performer’s perspective. He responds to the initial question saying that the supervision authorities, the knowledge on this field, the performers, and its practice, are maybe spread but not extinct because the supervision will always be part of the great enterprise that we called education.Downloads
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References
Acheson, K. & Gall, M. D. (1992). Techniques in the clinical supervision of teachers: Preservice and inservice applications (3rd ed.). New York: Longman.
Anderson, G. L. & Herr, K. (1999). The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher, 28 (5), 12-21, 40.
Bourdieu, P. & Passerson, J. C. (1977). Reproduction: In education, society and culture. London: Sage.
Coleman, J. S. (1979). Equality of educational opportunity. New York: Arno Press.
Gage, N. L. (1989). The paradigm wars and their aftermath: A “historical” sketch of research on teaching since 1989. Educational Researcher, 18 (7), 4-10.
Glickman, C. D. (1981). Developmental supervision: Alternative practices for helping teachers improve instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2004). SuperVision and instructional leadership: A developmental approach (6th ed.). Boston: Pearson Education.
Grimsley, E. & Bruce, R. (Eds.). (1982). Readings in educational supervision. Alexandria. VA: Association for Curriculum and Supervision Development.
Ingersoll, R. G. (2003). Who controls teachers’ work: Power and accountability in America’s schools. Cambridge, MA: Harvard University Press.
Inglehart, R. (2003, Fall). World values. LS&A Magazine, 32-33.
Oliva, P. F. (1989). Supervision for today’s schools. (3rd ed.). New York: Longman.
Pajak, E. (2000). Approaches to clinical supervision (2nd ed.). Norwood, MA: Christopher-Gordon Publishers.
Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6 (4), 293-319.
Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68, 551-562.
Schommer-Aikins, M., Wei-Cheng, M., Brookhart, S., & Hutter, R. (2000). Understanding middle students’ beliefs about knowledge and learning using a multidimensional paradigm. The Journal of Educational Research, 94 (2), 120-127.
Simmel, G. (1968). The conflict in modern culture and other essays. (K. P. Etzkorn, Trans.). New York: Teachers College Press.
Waite, D. (2002). The culture(s) of educational leadership: Troubling times and spaces. Scholar-Practitioner Quarterly, 1 (2), 25-39.
Waite, D. (1998). Anthropology, sociology and supervision. In G. R. Firth & E. F. Pajak (Eds.), The handbook of research on school supervision (pp. 287-309). New York: MacMillan.
Waite, D., Moos, L., & Lew, C. (2005). Globalization and its effects on educational leadership, higher education and policy change. In J. Zadja (Ed.), The Internacional Handbook on Globalization, Education, and Policy Research (pp. 279-292). Dordrecht, The Netherlands: Springer.
Anderson, G. L. & Herr, K. (1999). The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher, 28 (5), 12-21, 40.
Bourdieu, P. & Passerson, J. C. (1977). Reproduction: In education, society and culture. London: Sage.
Coleman, J. S. (1979). Equality of educational opportunity. New York: Arno Press.
Gage, N. L. (1989). The paradigm wars and their aftermath: A “historical” sketch of research on teaching since 1989. Educational Researcher, 18 (7), 4-10.
Glickman, C. D. (1981). Developmental supervision: Alternative practices for helping teachers improve instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2004). SuperVision and instructional leadership: A developmental approach (6th ed.). Boston: Pearson Education.
Grimsley, E. & Bruce, R. (Eds.). (1982). Readings in educational supervision. Alexandria. VA: Association for Curriculum and Supervision Development.
Ingersoll, R. G. (2003). Who controls teachers’ work: Power and accountability in America’s schools. Cambridge, MA: Harvard University Press.
Inglehart, R. (2003, Fall). World values. LS&A Magazine, 32-33.
Oliva, P. F. (1989). Supervision for today’s schools. (3rd ed.). New York: Longman.
Pajak, E. (2000). Approaches to clinical supervision (2nd ed.). Norwood, MA: Christopher-Gordon Publishers.
Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6 (4), 293-319.
Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68, 551-562.
Schommer-Aikins, M., Wei-Cheng, M., Brookhart, S., & Hutter, R. (2000). Understanding middle students’ beliefs about knowledge and learning using a multidimensional paradigm. The Journal of Educational Research, 94 (2), 120-127.
Simmel, G. (1968). The conflict in modern culture and other essays. (K. P. Etzkorn, Trans.). New York: Teachers College Press.
Waite, D. (2002). The culture(s) of educational leadership: Troubling times and spaces. Scholar-Practitioner Quarterly, 1 (2), 25-39.
Waite, D. (1998). Anthropology, sociology and supervision. In G. R. Firth & E. F. Pajak (Eds.), The handbook of research on school supervision (pp. 287-309). New York: MacMillan.
Waite, D., Moos, L., & Lew, C. (2005). Globalization and its effects on educational leadership, higher education and policy change. In J. Zadja (Ed.), The Internacional Handbook on Globalization, Education, and Policy Research (pp. 279-292). Dordrecht, The Netherlands: Springer.
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Published
2006-11-01
