Supervision Tip: Developmental theory
GLICKMAN'S SUPERVISORY BELIEF INVENTORY: A CAUTIONARY NOTE
Carl Glickman's Contribution to the Field of Supervision
Carl Glickman's contributions to the field of education are widely recognized. He is the author of 12 books and more than 75 articles and book chapters on a range of educational issues. Some of Glickman's most significant contributions are in the area of Instructional Supervision. In recognition of these efforts, the Instructional Supervision SIG of the 2001 AERA meeting presented him with a 'Career Achievement Award for Instruction Supervision.' The education community's recognition of Glickman's work is based in part on his popular text Supervision of Instruction: A Developmental Approach (Glickman, 1995), currently in its fifth edition, with a sixth edition due in 2004 (as advertised on the publishers website: http://www.ablongman.com).
This text is used widely throughout North America and is regarded as a classic in the field of instructional supervision. It is Glickman's text, and specifically his Supervisory Belief Inventory (hereafter referred to as the SBI or ‘the inventory’) presented in the text, that are the focus of this study. Glickman's text and the SBI are used in many supervision courses offered at universities and colleges for those who supervise or evaluate teachers for initial certification, promotion, or professional development. For example, along with Acheson and Gall's (1997) hallmark text, Techniques in the clinical supervision of teachers (4th ed.), our university has used Glickman's text as one of the foundation texts for courses in the Supervision of Instruction (a course for administrators) and the Supervision of Teaching (a course for cooperating teachers and faculty supervisors) for many years.
Supervisory Belief Inventory
The Supervisory Belief Inventory is an instrument that it's authors claim is able to discern between three different types of advisory approaches—directive, collaborative, and nondirective— that supervisors use or have a particular preference for:
A directive approach:
is an approach based on the belief that teaching consists of technical skills with known standards and competencies for all teachers to be effective. The advisor's role is to inform, direct, model, and assess those competencies . . .
A collaborative approach:
is based on the belief that teaching is primarily problem solving, whereby two or more persons jointly pose hypotheses to a problem, experiment, and implement those teaching strategies that appear to be most relevant in their own surroundings. The advisor's role is to guide the problem solving process [and] be an active member in the interaction . . .
A non-directive approach:
has as its premise that learning is primarily a private experience in which individuals must come up with their own solutions to improving the classroom experience for students. The advisor's role is to listen, be non-judgmental, and provide self-awareness and clarification for the teachers. (Glickman, 1985, p 80)
Carl Glickman's Contribution to the Field of Supervision
Carl Glickman's contributions to the field of education are widely recognized. He is the author of 12 books and more than 75 articles and book chapters on a range of educational issues. Some of Glickman's most significant contributions are in the area of Instructional Supervision. In recognition of these efforts, the Instructional Supervision SIG of the 2001 AERA meeting presented him with a 'Career Achievement Award for Instruction Supervision.' The education community's recognition of Glickman's work is based in part on his popular text Supervision of Instruction: A Developmental Approach (Glickman, 1995), currently in its fifth edition, with a sixth edition due in 2004 (as advertised on the publishers website: http://www.ablongman.com).
This text is used widely throughout North America and is regarded as a classic in the field of instructional supervision. It is Glickman's text, and specifically his Supervisory Belief Inventory (hereafter referred to as the SBI or ‘the inventory’) presented in the text, that are the focus of this study. Glickman's text and the SBI are used in many supervision courses offered at universities and colleges for those who supervise or evaluate teachers for initial certification, promotion, or professional development. For example, along with Acheson and Gall's (1997) hallmark text, Techniques in the clinical supervision of teachers (4th ed.), our university has used Glickman's text as one of the foundation texts for courses in the Supervision of Instruction (a course for administrators) and the Supervision of Teaching (a course for cooperating teachers and faculty supervisors) for many years.
Supervisory Belief Inventory
The Supervisory Belief Inventory is an instrument that it's authors claim is able to discern between three different types of advisory approaches—directive, collaborative, and nondirective— that supervisors use or have a particular preference for:
A directive approach:
is an approach based on the belief that teaching consists of technical skills with known standards and competencies for all teachers to be effective. The advisor's role is to inform, direct, model, and assess those competencies . . .
A collaborative approach:
is based on the belief that teaching is primarily problem solving, whereby two or more persons jointly pose hypotheses to a problem, experiment, and implement those teaching strategies that appear to be most relevant in their own surroundings. The advisor's role is to guide the problem solving process [and] be an active member in the interaction . . .
A non-directive approach:
has as its premise that learning is primarily a private experience in which individuals must come up with their own solutions to improving the classroom experience for students. The advisor's role is to listen, be non-judgmental, and provide self-awareness and clarification for the teachers. (Glickman, 1985, p 80)
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