The role of instructional supervision in district‐wide reform

Abstract

This article represents an example of how supervision of instruction can be an integral part of a coherent plan for district-wide reform. The author argues that instructional changes can be most effective if introduced in a system that has first put in place the personnel and structures needed to support them. The article highlights the role of cooperative strategies involving all school stakeholders in achieving measurable educational improvements in a context which promotes ongoing adaptation and change. The specific role of curriculum maps and lesson plans in enhancing instructional supervision is also discussed.

Preparing Instructional Supervisors for Educational Change: Empirical Evidence From the Sultanate of Oman

“…These concerns are understandable because in a context characterized by processes of restructuring and reculturing school organizations, sufficient and constant training and development programs are necessary to enable the concerned stakeholders to actualize these changes in their real professional practices (Fullan, 2005). In countries where policy changes were introduced, instructional supervisors played a crucial role in facilitating change implementation (Bredeson & Kose, 2007;Palandra, 2010), which renders their preparation for change particularly important. This is especially true for regional supervisors in Oman who are regarded by the MOE as the guardians of the implementation of the new policies at the school and classroom levels (Ministry of Education, 2006;Rassekh, 2004).…”

“…The current study is informed by the literature on instructional supervision/leadership in the context of educational change. Instructional supervision research has emphasized the role of teacher supervisors in supporting teachers in times of educational change through fostering their professional growth and development (Bredeson & Kose, 2007;Kalule & Bouchamma, 2013;Oliva & Pawals, 2004;Palandra, 2010;Sergiovanni & Starratt, 2007;Tyagi, 2010;Zepeda, 2016). Resistance to change has been identified as a potential barrier to education reform, which suggests the teachers' need for support during change implementation (Fullan, 2001).…”

“…Although relevant literature stresses the crucial role instructional supervisors play in realizing educational change (e.g., Heble, 2006;Kamindo, 2008;Oliva & Pawals, 2004;Palandra, 2010;Sergiovanni & Starratt, 2007), evidence suggests that supervisors may not be well prepared for their changing roles. For example, Daresh and Playko (2001) asserted that teacher supervisors seldom receive training to perform their roles.…”

Common Core State Standards : elementary teacher perceptions of administrator supports with a focus on professional learning communities and walk throughs.

“…As administrators are now being pressured to have more evidence other than the formal observation that is conducted on a yearly basis (Palandra, 2010). Another defined difference between supervision and evaluation is when a teacher is being evaluated the administrators role can be seen as the superordinate (Dornbusch, Scott, & Busching, 1975).…”

“…As the administrator supervises (i.e., supports) teachers they also need to be cognizant of instilling confidence in the teacher (Palandra, 2010). Examples of supports an administrator can offer are frequent visits the teacher's class for a short period of time, and providing relevant feedback per their observations (Glanz & Sullivan, 2000;Zepeda & Kruskamp, 2007).…”