Republic of the
CARLOS HILADO MEMORIAL
Subject: EM 505 SUPERVISION IN
INSTRUCTION
Professor: VICTORIA L. OJAS, Ed. D.
Academic Year: First Semester, 2006-2007
Reporter: GROUP 1: Doblar, Claridad,
Desierdo,
Web Address: https://ddoblar.tripod.com/supervisionreport.html
The History of Supervision
Where does it come from?
Supervision has existed in the social work field for around 30 years. Concerns around child protection issues in the 1980s and risk management concerns in mental health in the 1990s have had an impact on raising the profile of supervision. However, supervision at these times has mainly been concerned with value for money and ensuring quality control by measuring performance. The main emphasis or purpose of supervision was to establish the accountability of the worker to the organization (DHSS, 1978). More recently emphasis has been placed on the three areas of managing, teaching and support as being equally important in the supervision process (Pritchard, 1997)
There has also been recognition of the role of supervision within the health service with the development of clinical supervision throughout the nursing profession.
Current context
Today the Government is keen to
increase the skills level of
Brief History of Supervision in the
The four periods of the history
of supervision in the
1.
1900-1924:
The first Supervision was conducted by provincial or municipal officials or
local school board. It was largely inspections and its chief purpose was
control. We have vestige of this today in family proprietary schools where
those who build and finance the school feel they have a right to inspect and
make education policy for students and faculty.
2.
1925-1941: The
famous Monroe Survey was publishing in 1925. This was the 1st time
that professional educators both foreign and domestic tried to take an
extensive look at the
3.
1946-1969:
After the war, the catch phrase was “PR” or public relations. Supervision was
described as a democratic process whereby the supervisor established greater
rapport with the teachers and assisted them to improve their classroom
performance. It really wasn’t all that different from its authoritarian
predecessor. But it sounded better. In many places, this is the type of
supervision that is still practiced today. In effect, the supervisor says this
is “What” we teach in this school,
and this is the “Way” it should be
taught. There are uniform syllabi, uniform textbooks and uniform evaluation
methods to make sure all teachers “cover the matter” in a uniform way.
4.
1970-Present:
In the year 1969, the two pioneers named Cogan(1973) and Gold Hammer(1980),
broke across the world of supervision- while working with a group of teaching
interns at Harvard, discovered that the traditional method of directive
supervision brought young teachers to a certain plateau but after that little
progress occurred. They experimented with collaborative supervision and gave
birth to a process of supervision they called Clinical Supervision.
Interrelated goals of Supervision:
Supervision is responsible for to productive life of an organization. It is conducted so that the people in the organization may understand and pursue goals in performing their jobs, follow accepted procedures, meet schedules, and make adjustments when goals are not reached.
The Purpose of Supervision is to provide the conditions and promote the behavior that will lead to the satisfactory achievement of the goals of the organization.
Major Tasks of
Supervision in the School System
Supervision is the primary function of the school head but may be shared through delegation or by staff agreement, with master teachers, department heads, grade level chairpersons or even peer teachers.
The primary function of school supervision is the improvement of teaching and learning.
Theoretical perspective in supervision:
The history of supervision showed it had an unappreciated past.
Democratic supervision makes the supervised appreciate the assistance.
Why
Supervision?
Supervision helps the school achieve its mission more satisfactorily.
Supervision aims to help the teacher teach better and thereby enjoy teaching.
Supervision is a moral imperative of the head of an institution.
Supervision assists teachers in their professional and personal development.
Conceptual Framework of Supervision
Carey says Supervision ca be regarded as:
Developmental Supervision
Teachers that function at a low level of development and expertise need directive supervision because of their inability to define and adequately respond to problems. They need structure and organizational help.
Teachers of moderate developmental levels are best served by a collaborative supervisory approach. They are able to generate some solutions to problems but still need some support in examining all available options and developing a comprehensive plan.
This allows teachers to have emerging independence while receiving the moderate guidance needed to assure the plan will lead to instructional improvement. (http://david79413.tripod.com/)
Models of
Supervision and Evaluation
http://skschbd.sasktelwebhosting.com/research/leadership/98-04.htm
Glickman (1981) views educational
supervision as a process for improving classroom and school practices by
working directly with teachers. His model of developmental supervision allows
supervisors to identify their own beliefs about the supervisory process, and to
determine the appropriate amount and sequence of direction needed to improve
teaching and learning. He is clearly an advocate of the belief that "no
one approach works for all". When considering individual teacher
development, including level of commitment and level of abstract thinking, the
supervisor and/or teacher can choose an approach that will be most effective.
Glickman defines three orientations
to supervision: directive, collaborative, and non-directive (p. 17).
Directive. In directive orientation, the supervisor emphasizes the
behaviours of presenting, directing, demonstrating, standardizing, and
reinforcing, in developing an assignment for teachers. The directive supervisor
judges the most effective way to improve instruction by making standards clear,
and by tangibly showing teachers how to attain such standards. It is a
thoughtful, systematic-like approach, based on a careful collection of data.
This approach implies that the supervisor is more knowledgeable about teaching,
and that his or her decisions are more effective than the teachers are when seeking
to improve instruction.
Collaborative. In the collaborative orientation, the behaviours of
presenting, clarifying, listening, problem-solving, and negotiating are used to
develop a contract between the teacher and the supervisor. With this approach
the supervisor and teacher actively negotiate the plan of action. Neither the
supervisor nor the teacher has a final plan that excludes the other’s view. The
final product of the supervisory process is a contract, agreed to by both and
carried out as a joint responsibility.
Non-directive. In the non-directive orientation, the behaviours of
listening, encouraging, clarifying, presenting, and problem solving, are used
to create a teacher self-plan. This plan rests on the premise that the teacher
is capable of analyzing and solving his/her own instructional problems. When
the teacher sees the need for change, s/he is more ready to implement such
change. Throughout this process a clinical approach to supervision might not be
incorporated. Instead, the supervisor might observe without interpreting or
analyzing, and give the teacher the opportunity for self-analysis. If the
teacher chooses the clinical route, s/he determines the direction of the
supervisory process.
Differentiated Supervision:
·
Differentiated
Supervision: A process of facilitating the professional growth of a
teacher, primarily by giving the teacher feedback about the classroom
interactions and helping the teacher make use of that feedback in order to make
teaching more effective.
There are several models of
supervision from which educational leaders and teachers can draw upon. An
effective supervision policy does not rely exclusively on one model, but draws
on various models so that a program can facilitate the professional development
of teachers in a school. Glatthorn (1990), Glickman (1985), and Hoy and Forsyth
(1986), provide us with samples of effective models or patterns of supervision.
Inherent in each model is the use of some type of clinical supervision.
Glatthorn’s (1990) model of
"Differentiated Supervision" responds to the different needs and
preferences of classroom teachers. It assumes that if teaching is a profession,
and teachers are to be empowered, then teachers need to have control over their
professional development within certain standards. All teachers need support
and feedback, but that feedback need not come from only supervisors or
administrators. The support can come from fellow teachers and even students.
This approach helps the supervisor find time to focus his or her efforts where
they are most needed.
The Differentiated approach offers four supervisory choices for teachers:
1.
Clinical
Supervision
2.
Cooperative
Professional Development
3.
Self-directed
Development
4.
Administrative
Monitoring
Clinical
Supervision
What is Clinical Supervision?
"… a formal process of professional support and learning which enables individual practitioners to develop knowledge and competence, assume responsibility for their own practice, and enhance consumer protection and safety of care in complex situations." -NHS Management Executive 1993
© Mike Consedine 2004 (http://www.tidal-model.co.uk/clinical_supervision.htm)
The term ‘clinical supervision’ is somewhat confusing. It is confusing largely because it means different things to different people. In order to understand the complexities of the concept and to reach a suitable understanding of what it might mean in nursing practice, it is necessary to appreciate its genesis and development.
The practice of supervision developed with the early psychotherapists. It is defined by Bernard and Goodyear (1998) as:
“An intervention that is provided by a senior member of a profession to a junior or junior members of that same profession. The relationship is evaluative, extends over time, and has the simultaneous purposes of enhancing the professional functioning of the junior member(s), monitoring the quality of the professional services offered to the clients he, she or they see(s) and serving as a gatekeeper for those who are entering the profession.”
Intensive development. Intensive
development, or clinical supervision, is a systematic, sequential, and cyclic
supervisory process that involves the interaction between supervisors and teachers.
Traditionally this has been an intensive skill-focused process that
incorporates a "conference/observation/conference" cycle. Clinical
supervision can be used with inexperienced teachers, experienced teachers who
are experiencing difficulty, and experienced teachers looking to improve their
teaching.
The focus of clinical supervision
should be on formative evaluation that increases the effectiveness of on-going
educational activity, rather than summative evaluation, which is concerned with
judging and rating the teacher, and not helping improve teacher performance.
This is not to say that teachers should not be accountable for their actions,
but rather they should be professionally accountable, so that the
accountability is growth-orientated.
Traditional or Clinical Supervision
Originally conceived of and developed by Goldhammer and Cogan in the early 1970’s, clinical supervision stresses a cycle by which teachers and supervisors work collaboratively to continually and constructively improve instruction. While their original process consisted of eight phases, Acheson and Gall, refined the process by including only three basic processes for clinical supervision of teachers: the planning or pre-conference, the observation and the feedback conference (1987).
While there are a variety of clinical supervision models, they tend to stress the same basic tenets. First, the clinical aspect of supervision refers to the "clinic of the classroom" (Goldhammer, 1980, p. 23) and in that way, just as a doctor is a direct part of the medical processes in a clinic, the supervisor is "... a part of the ongoing activity, and as a result the supervisor carries away a more accurate and complete understanding of what occurred" (Goldhammer, 1980, p. 23). Second, they emphasize the importance of "... direct teacher-supervisor interaction ..." (Miller & Miller, 1987, p. 19) in the supervisory process as being the method for true and accurate assessment and understanding of the behaviours of the teacher in the classroom. Third, they recognize that supervision, to be worthwhile, must emphasize and lead to the teacher’s professional growth. Next, all of the models of clinical supervision recognize the importance of the feedback or post-conference as a method for assisting the teacher to develop new or enhanced teaching strategies. Finally, all of the models attempt to compare actual observed teacher behaviours to some notion of effective teaching.
Boritch (1988), for example, identifies five key behaviours of effective teachers which are "... clarity, variety, task orientation, engagement in the learning process and moderate-to-high rates of success" (p. 8). A clinical supervisor, in observing a teacher, would collect the data then compare and analyse the actual behaviours displayed by the teacher to these five characteristics of effective teaching and the entire supervisory cycle would be geared towards improving performance in those areas through observation and in service. While there are other definitions of effective teaching, this example is illustrative of the basic processes involved.
“The function of supervision is to provide and create an environment that permits and provokes the emergence of the supervisee’s spontaneity and creativity that will support them past their impasse so that they can re-enter the client system to do what they have to do with confidence.”
“A key characteristic of the thinking process which clinical supervision aims to facilitate is to develop an increasing capacity to tolerate ‘feelings born of not knowing what to do’ until something more clinically relevant begins to emerge.”
Intensive development. Intensive
development, or clinical supervision, is a systematic, sequential, and cyclic
supervisory process that involves the interaction between supervisors and
teachers. Traditionally this has been an intensive skill-focused process that
incorporates a "conference/observation/conference" cycle. Clinical
supervision can be used with inexperienced teachers, experienced teachers who
are experiencing difficulty, and experienced teachers looking to improve their
teaching.
The focus of clinical supervision
should be on formative evaluation that increases the effectiveness of on-going
educational activity, rather than summative evaluation, which is concerned with
judging and rating the teacher, and not helping improve teacher performance.
This is not to say that teachers should not be accountable for their actions,
but rather they should be professionally accountable, so that the
accountability is growth-orientated.
Traditional or Clinical Supervision
Originally conceived of and developed by Goldhammer and Cogan in the early 1970’s, clinical supervision stresses a cycle by which teachers and supervisors work collaboratively to continually and constructively improve instruction. While their original process consisted of eight phases, Acheson and Gall, refined the process by including only three basic processes for clinical supervision of teachers: the planning or pre-conference, the observation and the feedback conference (1987).
While there are a variety of clinical supervision models, they tend to stress the same basic tenets. First, the clinical aspect of supervision refers to the "clinic of the classroom" (Goldhammer, 1980, p. 23) and in that way, just as a doctor is a direct part of the medical processes in a clinic, the supervisor is "... a part of the ongoing activity, and as a result the supervisor carries away a more accurate and complete understanding of what occurred" (Goldhammer, 1980, p. 23). Second, they emphasize the importance of "... direct teacher-supervisor interaction ..." (Miller & Miller, 1987, p. 19) in the supervisory process as being the method for true and accurate assessment and understanding of the behaviours of the teacher in the classroom. Third, they recognize that supervision, to be worthwhile, must emphasize and lead to the teacher’s professional growth. Next, all of the models of clinical supervision recognize the importance of the feedback or post-conference as a method for assisting the teacher to develop new or enhanced teaching strategies. Finally, all of the models attempt to compare actual observed teacher behaviours to some notion of effective teaching.
Boritch (1988), for example, identifies five key behaviours of effective teachers which are "... clarity, variety, task orientation, engagement in the learning process and moderate-to-high rates of success" (p. 8). A clinical supervisor, in observing a teacher, would collect the data then compare and analyse the actual behaviours displayed by the teacher to these five characteristics of effective teaching and the entire supervisory cycle would be geared towards improving performance in those areas through observation and in service. While there are other definitions of effective teaching, this example is illustrative of the basic processes involved.
Seven Stages
of Clinical Supervision
Finkelstein and Tuckman, PP:RP 28(1), 92-95 http://www.psychpage.com/learning/library/assess/supervision.html
1) Learning the Basics of Test Administration and Scoring
This entails classes and scoring exercises. They advise being wary of student anxiety and keep in mind that the assessment skill is never completely mastered
2) Generating Primary Inferences
This involves the supervisor thinking out-loud, noting patterns in the data, and integrating contradictions in the data to model how the student does it. They advise wary of idealization and pessimism by the supervisee, and add that "boilerplate" and "cookbook" approaches to conceptualization are normal
3) From Outline to the Written Word
This involves integrating the data into a picture of a real person, writing with clarity and purpose, and learning to give verbal feedback. They note sometimes supervisees feel some "ownership" of the conceptualization results, and can have their feelings hurt when the supervisor says, "Well, no, not really" to their ideas.
4) Internalizing Diagnostic Norms ("what is normal?")
This is more an issue of exposure to varied types of cases and experience, and requires some trust in the supervisor.
5) Autonomy with Consultation
This is more an issue of breadth of experience, not depth of skill. Tricky cases still come up that your supervisor will know better how to handle, even though normally you may feel OK with your work.
6) Striking Off on One's Own
Functioning independently may be complicated by growing pains, self-doubts, fears of dependency and independence, along with professional development issues.
7) Passing the Torch
The cycle ends when the supervisee becomes a supervisor. Believe me, you understand skills at a whole new level when you have to explain it to someone else.
Supervisors
Function at Three Levels
1) Teachers of Skills
What can you predict from an IQ of...? How do you make sense of a Zd of +7? How else could you have handled this situation? What's the data on...
2) Quality Control Supervisors
Did you follow up on this with the client? Did you ask about...? How are you handling this kind of client on a personal level? It's hard to be empathic with this kind of person...
3) Mentors
After a time, you might find a supervisor asks some personal questions with some sharing in return, and discusses some of the "being" of a psychologist as opposed to the "doing" of psychology, and further issues like professional development, professional relationships, burnout and workload management, and even romantic relationships in your life may become part of supervision, as well as discussions of developments in the field...
Cooperative
Professional Development
Cooperative development is a
process of fostering teacher growth through systematic collaboration with
peers. As teachers often naturally turn to each other for support and advice,
the process is natural.
Costa and Kallick (1993) believe
that a "critical friend" enhances the cooperative supervisory
process. A critical friend provides feedback to the individual teacher or
group. A critical friend is a trusted person who asks provocative questions,
provides data to be examined from another perspective, and offers a critique of
a person’s work as a friend. The friend takes the time to fully understand the
context of the work being presented and the outcomes that the person or group
is working toward. The friend becomes an advocate for the success of that work.
Once trust has been established, the participants meet in conference style
where they plan, discuss, and reflect on the work (pp. 49-50).
Several advantages can be cited as
reasons for incorporating the cooperative process. Clearly principals cannot
meet all support and assistance needs, and cooperative development provides a
means of empowering teachers. Teachers become more committed to the concept of
supervision if they are involved in the planning process. An increase in
development of self-esteem of staff members is evidenced, and teachers’
feelings of isolation are reduced as they can interact on an ongoing basis
(Glatthorn, 1990, p.189). Emphasis is placed on reflection about teaching in a
collaborative atmosphere where there is sharing of experience and insights.
Benefits of Cooperative Learning
(http://www.education-world.com/a_curr/curr287a.shtml)
Dr. Theodore Panitz sees many benefits to using the cooperative-learning approach. He identified the following benefits for Education World.
· Promotes critical thinking skills
· Involves students actively in the learning process
· Improves classroom results
· Models appropriate student problem-solving techniques
· Personalizes large lectures
· Motivates students in specific curriculum
· Develops a social support system for students
· Builds diversity understanding among students and staff
· Establishes a positive atmosphere for modeling and practicing cooperation
· Develops learning communities
· Raises students' self-esteem
· Reduces anxiety
· Develops positive attitudes towards teachers
· Utilizes a variety of assessment techniques
At the heart of teacher development is the idea of self-development. This works at two levels.
Firstly, as an individual, my development is in my own hands. With or without official training and education as a teacher, only I can really understand what I am trying to do in class, how it works out for me, and what I learn from it. If I follow this up, I can find a sense of personal satisfaction in my work that goes beyond that great feeling of 'having a really good lesson.' Every lesson can be a part of finding out more about teaching, about learning and about myself.
Secondly, as members of different schools, or societies, or cultures, only we have the insights of insiders into what is happening with our learners in our classrooms. If we follow this up, it can take us away from the frustration of seeing our teaching future defined by the latest method, the latest guru, or the latest course book.
At both levels, of course, we can go on learning from others: from in-service training courses, from visiting speakers, and from new (and old) publications. But the idea that we should go on taking ideas from others and applying them to our own situations meets only a part of our potential. To serve our own development, we need a way of working that encourages us to look more closely at ourselves and to work on what we find.
At the same time this emphasis on self doesn't mean that we should work in isolation. The isolation of the teacher is exactly what holds us back. We all too regularly limit teaching to an individual, subjective experience shared with no one. As a direct result of this, we restrict our ability to develop as teachers, and we hand over to outsiders important questions about what good teaching is and how it might be assessed.
“I want to
investigate and assess my own teaching. I can't do that without understanding
it better, and I can't understand it on my own. Here, we are close to the heart
of a paradox. When I use the word development, I always mean self-development.
But that can't be done in isolation. Self-development needs other people:
colleagues and students. By cooperating with others, we can come to understand
better our own experiences and opinions. We can also enrich them with the
understandings and experiences of others. Through cooperation, we have a chance
to escape from simple, egocentric subjectivity, without chasing after a
non-existent objectivity.
I need
someone to work with, but I don't need someone who wants to change me and make
me more like the way they think I ought to be. I need someone who will help me
see myself clearly. To make this possible, we need a distinct style of working
together so that each person's development remains in that person's own hands.
This type of interaction will involve learning some new rules for speaking, for
listening and for responding in order to cooperate in a disciplined way.
This mixture
of awareness-raising and disciplined cooperation is what I have called
Cooperative Development. Cooperative Development is a way of working together
with someone in order to become a better teacher in your own terms.”
Where
can I use Cooperative Development?
As a way of working with someone, Cooperative Development has the potential to suit many teaching contexts and purposes. It can play a role in pre-service training and in-service training; it is particularly suited to collaborative classroom research, and it, or something like it, will become more and more important as teachers take increasing responsibility for the assessment of their own work. I have more to say about these different contexts in Chapter 14. In the meantime, I want to concentrate on the style of working interaction itself, as it can be used between two people committed to the idea of continuing professional development in their normal lives.
Here, then, there is no teacher training or teacher education element involved, in the sense that these imply a difference of status between people working together. This is a way of cooperation between equals. Two teachers cooperate in order to work on one person's (self-)development. That's what this is all about.
I hope it is becoming clear that this is a book for doing, as well as for reading. You can't understand what I’m trying to say by just reading the book. As you read, I hope that you'll want to try out the activities with a friend. Work with the ideas and see if they can work for you. After a while, you may find that you develop a cooperative style of your own. If you find a way to cooperate and develop which suits you, whatever the details of that cooperation are, this book will have achieved its purpose.
Self-directed
Development
In self-directed development the
individual teacher works independently on a program of professional growth.
Special emphasis is placed on teacher autonomy. A trained specialist is not
required as teachers set out their own professional growth goals, find the
resources needed to achieve those goals, and undertake the steps needed to
accomplish outcomes.
This process incorporates the
principles of adult learning by responding to individual needs. Teachers as
professionals are encouraged to make judgments about the teaching process and
appraise their own performances. The success of this model necessitates that
teachers choose meaningful and challenging goals, make use of all feedback
received, and make constructive assessments of what they have accomplished.
Self Development means investigating new perspectives, attitudes, and behaviors, and taking steps to evaluate and improve one's own performance.
http://web.mit.edu/is/competency/tldev/self-development.html
http://educ.queensu.ca/prof/190-191/191/assignments/self-directed.shtml
1. Attend a conference/workshop locally.
2. Attend a conference/workshop regionally/provincially/nationally/internationally.
3. Attend a workshop/conference or summer institute/course.
4. Be a sponsor teacher for a student teacher.
5. Become a BCTF PD associate, and carry on the Teachers Teaching Teachers Tradition.
6. Become a BCTF Program Against Racism or Status of Women Program associate, and carry on the Teachers Teaching Teachers Tradition.
7. Become active in your local association.
8. Becoming a facilitator, and give a workshop locally, regionally, or provincially.
9. Begin/continue university studies.
10. Develop innovative programs for use in your classroom.
11. Develop an annual personal PD plan, and maintain a PD portfolio.
12. Explore the possibilities of bringing the BCTF’s Program for Quality Teaching to your local (call Elizabeth Lambert @ 1-800-663-9163, local 1837).
13. Form/join a teacher research group.
14. Participate in group planning.
15. Hop on the Internet through BCTF Online or another PD site.
16. Job-shadow in a related work situation.
17. Join
a professional organization/network:
- Provincial specialist association (33 within the BCTF)
- Local specialist association/Local Chapter of a PSA (See "Forming PSA
Chapters")
- International network (ASCD, MSCD)
18. Mentor a beginning teacher.
19. Observe another teacher, and talk together about the lesson/program.
20. Participate in curriculum development.
21. Pilot curriculum/program.
22. Read professional literature.
23. Reflect, discuss, and research for the purpose of planning individual or group ongoing professional development.
24. Develop the discipline of reflective journal keeping.
25. Serve as your school’s PD representative.
26. Share with colleagues what you found at a conference/workshop.
27. Subscribe to/read professional journals.
28. Watch professional videos.
29. Work on a provincial committee (MoE or BCTF).
30. Work on the Local Ed-Change Committee.
31. Work on your local’s PD committee.
32. Work with a colleague to discuss, observe, and critique a lesson/program (peer coaching).
33. Write professional articles for your local’s newsletter, your PSA’s publications, or Teacher newsmagazine.
General areas
for professional development:
· curriculum planning, instruction, student assessment
· curriculum development models and theories
· classroom management
· student-centred learning environments
· media and learning
· integrating computer and information technology
· forms of assessment
· contemporary developments within subject disciplines
· active learning, arts-based education, experiential education, and more
· unit planning integrated across disciplines
· unit planning integrated across grade levels
· split-grade classrooms (P/J) or split-level courses (I/S)
· teaching and learning for personal growth
· team teaching in traditional or alternative settings
· provincial standardized testing programs
· cooperative small group learning
Addressing
individual needs and differences:
· establishing inclusive learning environments for ethnoculturally diverse learners
· diagnosing special needs
· individual education plans
· school to community programs, including programs in hospitals
· school and community support services
· cooperative education
· programs for at-risk, gifted learners, or other selected populations
· distance education and special needs or circumstances
Understanding
contemporary issues:
· antiracist/anti-bias education
· the global classroom for teachers and students
· "critical friends" in professional development
· gender issues in schooling
· parent councils
· media and learning
· schools as learning organizations
· school governance
· school/community partnerships
· substance abuse
· violence in schools
· bullying
· cyber-bullying
Self-Assestment Key Features
By Alvarez Bernal (http://members.shaw.ca/protoe/)
— Achievement Drive
A powerful drive to achieve, expressed through a huge thirst for knowledge. Although proactive to the limit, aware that the key to success is to pursue goals that are within reach, rather than chasing after impossible dreams.
— Adaptability
Flexible when approaching life. Ability to adjust well to changing circumstances rather than clinging to old ideas and ways of doing things. Good tolerance to ambiguity. Able of reinventing personal and business life. Would most likely do well in any business on the leading edge of change. Whatever idea pursued would pop out the ability to readjust paths as times and environment change.
— Autonomy
Autonomy, intended as the need to act on your own, is recognized as one of the most powerful motives driving successful self-made professionals.
— Decisiveness
No difficulty either in reaching decisions or in carrying them through. This decisiveness will be a tremendous asset in building, continuing or even healing a business.
— Destiny
Believe in the ability to control what happens, for good or bad, and that luck has nothing to do with it. This strong belief in personal control over events is one of the key factors in life.
— Energy Drive
A moderately energetic person. Most commonly a period of low energy result from unhappiness with current circumstances or out-of-control, irrational obstacles. However, everything ends and leave no trace behind once those obstacles disappear.
—
Business-oriented mind, always looking for new better ways of doing business according to the ever-changing fresh trends. But much more interested in getting on with the real work and in getting the job done than in "wheeling and dealing". Do not like up-front environment, such as retail sales; rather prefer
finding a business in which a co-worker partner or employee handles the sales function.
— Growth Motivation
Personal growth and development is near the most important thing. Work –and ultimately, Business– is a means of self-expression as an individual, not just a money-making machine. Strongly motivated by the desire to learn new things.
— Intuition
Able to draw a step-by-step approach to decision-making based on the grounds of intuition, which is possible due to a balance between rational and intuitive, objective and subjective ways of thinking. This balance plays a primary role when dealing with presentations and negotiating or convincing other people.
— Perseverance
Try and try again, regardless of the setbacks and personal sacrifices involved. Rather than becoming discouraged by failure, try to learn from all mistakes.
—
See business opportunities all around. A good eye for changing trends and markets! Quick to see a potential niche. At times, in fact, may feel overwhelmed by the sheer number and diversity of arising opportunities.
— Problem Solving
Enjoy all challenges involved in solving tough problems. When spot a problem, immediately rise to the occasion and solve it, rather than waiting for it to take care of itself. Would most likely be bored in a work environment or business that failed to provide such challenge. These problem-solving abilities will be a great asset in any business.
— Risk Tolerance
Great ability to tolerate risks. In some cases, in fact, may not even realize that a risk is taken at all; that's why can be mistakenly thought of as a "risk-taker." Convinced that success is always at hand if any risk is undertaken with perseverance and genuine hard work.
— Self Confidence
A strong believer in willingness and self-sufficiency. This self-confidence will assist in persevering in the face of obstacles. All this had proven to be of great help in persuading clients and other influential people, and also in winning customers and succeed in the freelance arena.
— Social Skills
Always interested in other cultures and life-styles. Top performance in multilingual multinational environments which presents a new challenge both in human interaction and in cultural knowledge. Although not necessarily much of a "joiner," would feel comfortable with most types of people and in most social situations.
Administrative
Monitoring
It is a process by which the
supervisor monitors the staff through brief, unannounced visits, simply to
ensure that the teachers are carrying out their responsibilities. The process
may include an evaluative element; however, it is not a substitute for
systematic evaluative visits. The principal should be explicit with teachers
about the relationship between administrative monitoring and evaluation.
Administrative monitoring gives the
principal information about what is happening in the school, and enables
him/her to be aware of any problems. Teachers see the principal as actively
involved and concerned. This method is only successful when performed by a
sensitive and trusted leader.
Peer Supervision
Peer supervision often takes the form of clinical supervision but, the process is lead by another teacher instead of by an administrator or professional supervisor. The theory is that the teacher being supervised will feel less threatened with being observed by a peer and the process will, therefore, be more productive in terms of changing and improving classroom behaviour.
"Horizontal [peer] evaluation is a process in which participant teachers start out by collaborating to analyse the relationship between their teaching intentions and their practices, in ways that point to contradictions" (Gitlin & Smyth, 1990, pp. 27-28). Whether or not there are contradictions, the practices are collaboratively analysed and the alternatives are explored to ensure the practices and results match.
Peer
Assessment and Peer Evaluation
http://www.foundationcoalition.org
Definition
A team is a small group of people
with complementary skills who are committed to a common
purpose, performance
goals, and an approach
for which they hold themselves mutually accountable.1 Although student
teams may not satisfy all the requirements of the definition, the degree to
which they do often determines their effectiveness.
Peer assessment or peer
evaluation can mean many things—a means of raising the bar by exposing students
to exceptionally good (or bad) solutions; peer grading of homework, quizzes,
etc.; and an aid to improving team performance or determining individual effort
and individual grades on team projects. For the purposes of the present
discussion, peer assessment or peer evaluation is a process in which faculty
members adjust individual grades for team assignments by sing data collected by asking team members to
evaluate each team member.
Peer assessment allows team
members to assess other members of the team as well as themselves. Peer
assessment provides data that might be used in assigning individual grades for
team assignments.