Supervision for Instructional Improvement
Angela Johnson

Grand Canyon University

EDA 550 Supervision and Instructional Leadership

February 24, 2010

Shawn Feaster Johnson, Instructor

      Supervision for Instructional Improvement

      Administrators of today need to have interpersonal skills, knowledge and technical skills to run a highly effective school in today’s ever changing society. They also must have the knowledge to implement four technical tasks that will help them improve instruction. The four tasks are direct assistance, group development, professional development and curriculum development. (Glickman, Gordon, Ross-Gordon, 2001, p. 285) The following paragraphs will give details about each task and explain why they are necessary for instructional improvement. The paragraphs will communicate how to incorporate these tasks effectively and refer to some issues that could obstruct the progress of the administrator while trying to put into operation these tasks.

Direct Assistance

      Direct Assistance is needed to help teachers improve instruction by using one on one feedback. This is one of the crucial elements of a successful school and the supervisor needs to take responsibility to “…ensure that teachers receive feedback, are not left alone, and are involved as part of a collective staff.” (Glickman, Gordon, Ross-Gordon, 2001, p. 288) Direct assistance can take many forms; but the two most accepted are clinical supervision and peer coaching.

      Clinical supervision is a must in every school across the country. According to Annick Brennen, MA, in the article Clinical Supervision;

      A teacher’s main duty is to preside over classroom activities and ensure that learning takes place in accordance with the aims and objectives of the lesson. While it is believed that teachers in general do an excellent job, continued supervision is necessary to not only maintain...