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Colonial Period
Their job was to make sure the rules were being followed.
These were not school officials, but lay people. "The [supervisors] were often ministers, selectmen, schoolmasters, and other distinguished citizens. Their methods of supervision stressed strict control and
close inspection of school facilities" (Sullivan 2009). -
Industrial Revolution
Organization became key. Organizers, such as the first superintendents needed to take the role of supervising. They continued to use "supervision as inspection" (ch.1). Teachers were looked down upon. They were essentially grading the teachers based on intuition and the walk through method. "Organization was the rallying cry nationally and locally. There was a firm belief that highly organized and efficient schools would meet the demands of a newly born industrialized age" (Sullivan, 2009). -
More Supervision?
Women played the role of guidance and assistants to teachers as "Special Supervisors." Men were "General Supervisors" and played the role of an Assistant or Vice principal.
The women's position did not threaten teachers and where seen as helpful, but the men were still seen as more of the supervisors from the past.
Society however, accepted the man's position more easily and by the 1920's, special supervisors were pretty extinct. Special Supervisors & General Supervisors -
Schools Like A Business
Supervisors adopted an instruction to teaching from the supervisor. Schools were run like business and student the products. Teachers were seen as factory workers. Teachers were treated and evaluated as such. "The worker, according to Taylor, was merely a cog in the business machinery, and the main purpose of management was to promote the efficiency of the worker" (Sullivan, 2009). -
Supervision & Leadership
Supervisors began to enact instructional leadership. They wanted to bring change to the classroom and school lead by the supervisor. "The legacy of supervision as inspection that found justification in the production-oriented, social efficiency era was no longer viable. Bureaucratic supervision was not viable either. A new vision for the function of supervision was framed" (Sullivan, 2009). -
Scientific Approaches
Clinical supervision came about through a collaborative outlook from the administrator and teacher. This ideal was not popular in actual schools. "Lacking focus, a sound conceptual base, and purpose, supervision explored alternative notions to guide theory and practice in the field. Efforts to reform supervision were reflective of a broader attempt to seek alternatives to traditional educational practice" (Sullivan, 2009). -
1980's
Teachers gain more control and responsibility. Peer supervision became popular. Democracy and collegiality began to change the negative connotation of supervision. -
Meeting Standards
Teachers and supervisors alike are being held accountable based on standards. High stakes testing has begun to influence the supervisory tasks as well. "Supervisors and those concerned with supervision have been particularly challenged in the past several years to implement supervisory practices that ensure the technical competence of teachers" (Sullivan, 2009). -
Reference
Sullivan, S. (2009). Supervision that Improves Teaching and Learning: Strategies and Techniques (3rd ed.). : Sage Publications
