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Supervisors were referred to as inspectors who "stressed strict control and close inspection of school facilities" (Sullivan & Glanz, 2013, p. 8).
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In the late 19th century, Superintendents inspected teachers to prove their role as district leader.
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"Horace Mann, whom Tanner and Tanner (1987) characteriezed as the 'first professional supervisor'" (Sullivan & Glanz, 2013, p. 9).
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William Payne published first textbook on supervision as inspection.
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Special vs. general supervisors. Special supervisors, "most often female, was chosen... to help assist less experienced teachers" while general supervisors, "usually male, was selected not only to deal with more general subjects... but also to assist the principal in the more administrative, logistical operations" (Sullivan & Glanz, 2013, p. 11).
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Book published, The Principles of Scientific Management which said the "Main point of management was to promote the efficiency of the worker" (Sullivan & Glanz, 2013, p.12).
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Influences of Dewey, Hosic, and Newlon; Democratic supervision "implied that educators, including teachers, curriculum specialists, and supervisors, would cooperate to improve instruction" (Sullivan & Glanz, 2013, p. 14).
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Methodologies of supervision are being researched. Sullivan states that "according to Barr, the methods of science should be applied to the study and practice of supervision" (Sullivan & Glanz, 2013, p. 15).
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Robert Leeper authors articles for Educational Leadership, "Leeper and the authors of this anthology maintained that supervisors must extend "decmocracy in their relationships with teachers' (P. 69). The way to accomplish this was to promulgate supervision as a leadership function" (Sullivan & Glanz, 2013, p. 16).
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In the 1970s, clinical supervision is the education debate. "The premise of clinical supervision was that teaching could be improved by a prescribed, formal process of collaboration between teacher and supervisor" (Sullivan & Glanz, 2013, p. 17).
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Throughout the 1980s, teachers gained support and power.
One such description of empowerment was that "disenfranchising bureaucracy was the dissolution of autocratic administrative practices where overbearing supervisors ruled" would allow for teachers to be leaders and therefore improving public education (Sullivan & Glanz, 2013, p. 18) -
National goals for education are "signed into law by Congress during the Clinton Administration" which brings standards in public education to the forefront of political and public focus (Sullivan & Glanz, 2013, p. 20).
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Data collection, high-stakes standardized testing, and "Supervisory practices that are more constrained and inspectional than ever" indicate a difficult time ahead for true supervisor teacher collaboration to improve student learning (Sullivan & Glanz, 2013, p. 22).