The following is an exerpt from Naseer, A.A. (2009)
Definitions of supervision vary “from a custodial orientation to a humanistic orientation”.
Eye and Netzer (1965) define supervision as “that phase of school administration which deals primarily with the achievement of appropriate selected instructional expectations of educational service.” (p 12) In addition, supervision is concerned about coordinating, stimulating and directing of teachers for sustainable improvement of students learning and talents. (Briggs & Justman, 1952; Boardman, Douglas & Bent, 1953) Similarly, Lewis and Miel (1972) view general supervision as an operation of monitoring which targets on its improvement, whereas their view of instructional supervision is specific and clear: planning and auditing resources and expected learning, criticising teaching and school atmosphere, and organising assistances required for instructional improvement. According to Neagley and Evans (1980) supervision over time “has changed from inspection to snoopervision, to supervision of teachers and finally, to concept of dynamic, democratic, cooperative supervision.” (p21) They further see general supervision as something administrative which takes place outside the teaching arena and instructional supervision as developmental tasks carried out in the classrooms and related to instruction.
However, in the current era supervision cannot be merely viewed as inspectional, administrative or instructional. Modern supervision has shifted from its narrower understanding to a much more complex concept; thus it is “cooperative”, “broader in its scope”, “a peer relationship”, and “experimental”.
In : General
blog comments powered by Disqus