Instructional Supervision

...once curriculum is created, we need to "look" at, to supervise, how it is being delivered. (p. 201)

The purpose of the paper presented here is to examine theory and research on instructional supervision. The presented review begins with a brief historical overview of theoretical approaches to instructional supervision. More current research is then examined. In general, the review focuses on literature that emphasizes theoretical conceptions of those methods and procedures school administrators can use to improve school instruction.

Instructional Supervision: Theory and Research

Glickman (1990) has conceptualized supervision as the "glue" of a successful school. According to Glickman, the administrator functions as "glue" in the sense that he or she successfully molds the myriad elements of instructional effectiveness into successful school action where successfully school action is ultimately manifested as high quality instruction resulting in strong levels of student achievement. The question that can be asked here is how the principal/administrator best attains the objectives of high quality instruction and high levels of student achievement?

Over the years, several theories have been developed as attempts to specify those steps which principals need to take in order to be effective instructiona

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teachers and principals are associated. Specifically, Okeafor and Poole (1992) summarize the results of their study exploring how teachers characterize their administrators' supervisory behaviors and administrator-teacher relationships, including how administrators show respect for teachers. Four distinct supervisor patterns (backstage, collaborative, surly, and imperial) emerged. Data indicated that the collaborative effort was perceived by teachers as resulting in the highest levels of instructional improvement. Moreover, the authors found a positive correlation between principals' respect for teachers and high-quality informal principal-teacher relationships. Whereas Garman (1990) characterizes instructional supervision as a collective or collaborative effort based on principal-teacher joint decision making, and Hunter views it as an administrative task to be fulfilled in a structured, directive, and authoritative manner, Glatthorn (1987) formulates a model entirely different form both of these. As Glatthorn sees it, effective instructional supervision consists of the principal providing encouragement to teachers for the purposes of their professional development. This model advocates that principals form close relat
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Approximate Word count = 3501
Approximate Pages = 14 (250 words per page)

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