Kosmoski Supervision Notes

Kosmoski, G. J. (2006). Supervision: An American perspective. In G. J. Kosmoski's Supervision (3^rd Ed.) (pp. 3-32). Mequon, WI: Stylex Publishing Co., Inc.

• Understanding History
• Modern Perspective
  • Supervision Defined
    • The author cites many other authors' definitions of supervision.
    • Her definition: "Supervision is that leadership process whose ultimate purpose is to improve instruction, and thereby facilitate and promote successful student learning (p. 14)."
  • Types of Supervision
    • "Clinical supervision is a more specific level of supervision where the supervisors, working directly with the teacher, focuses on the improvement of instruction (p. 14)."
    • "One illustration of clinical supervision is the supervisor regularly visiting the classroom, actively observing, and then sharing those observations with the teacher to help the teacher improve instruction (p. 14)." (MY THOUGHTS - NO WAY! THIS IS NOT CS!!!! I'm sure Cogan & Goldhammer would be spinning in their graves!!!)
  • Supervisory Tasks
    • (MY THOUGHTS - THESE TASKS ARE INAPPROPRIATE FOR COLLEGIATE SUPERVISORS. WHAT ARE THE TASKS OF PDAS?)
    • Preliminary Tasks
    • Developing curriculum
    • Providing staff
    • Providing facilities
    • Developmental Tasks
    • Arranging for in-service education
    • Evaluating instruction
    • Operational Tasks
    • Organizing for instruction.
    • Providing materials.
    • Orienting new staff
    • Relating special pupil services
    • Developing public relations
  • Supervision Models
    • Human Resources Supervision
    • Sergiovanni, T. J., & Starratt, R. J. (1988). Supervision: Human perspectives (4^th ed.). New York: McGraw Hill.
    • Oliva, P. F. (1993). Supervision for today's schools (2^nd ed.). New York: Longman.
    • "In today's schools this model takes into consideration the fact that teachers are caring humans who need support in their daily duties (p. 17)."
    • Clinical Supervision
    • Goldhammer (1969)
    • Cogan (1973)
    • Mosher, R. L., & Purpel, D. E. (1972). Supervision: The reluctant profession. Boston: Houghton Mifflin.
    • Acheson, K. A., & Gall, M. D. (1992). Techniques in the clinical supervision of teachers (3^rd ed.). New York: Longman.
    • Scientific supervision
    • (I would add McNeil)
    • Russell, D., & Hunter, M. (1980). Planning for effective instruction. Los Angeles: University Elementary School.
    • Artistic - Eisner (1982)
    • Developmental Supervision
    • Collegial Supervision
    • Kosmoski, G. J. (1994). Initiation of the beginning administrators program at Governors State University. Ad Prof: The Illinois Counsel of Professors of Educational Administration, 5, (2).
    • Glatthorn, A. (1984). Differentiated supervision. Alexandria, VA: Association for Supervision and Curriuculum Development.
    • Redfern, G. B. (1980). Evaluating teachers and administrators: A performance objective model. Boulder, CO: Westview.
  • Styles of Supervision (Lewin, Lippitt, & White, 1939)
    • Autocratic
    • Very hierarchical, close monitoring, reward and punishment based on performance
    • Democratic
    • Teacher voice, more collaborative and collegial
    • Laissez Faire
    • Avoidance, no support
    • Blumberg & Amidon (1965) reclassified these into direct and indirect styles of supervision. Autocratic being direct, and democratic and laissez faire being indirect. Teachers prefer the indirect style.
• Barriers to Quality Supervision
  • Internal Barriers
    • Lack of Trust
    • Teacher Opposition
    • Teacher Personality
    • Participant Misperception
    • Negative Attitudes
    • Unprepared Supervisors
  • External Barriers
    • Inadequate Funding
    • Legal and Contractual Constraints
    • Insufficient Time