Instructional supervisors play a significant role in solving conflicts between employees based on organizational beliefs and policies. Sheryl Garcia, the instructional supervisor at Lowell High School, has to solve a problem in the Maths department. Teachers in the department have a teaching approach that focuses on improving the performance of students in Maths. Rick, one of the teachers, disagrees to use the strategy in his classes because he believes in a different method. The math department at the institution advocates for group works, a fundamental culture that Rick has ignored for the last two years. Rick argues that he has used his teaching method in a different school for about ten years and strongly believes in its effectiveness to students ( Glickman, Gordon, & Ross-Gordon, 2018) . Teachers in the department try to explain to Rick the importance of the teaching approach to the school and fail. The team decides to report to the supervisor Sheryl to solve the differences in the department and have Rick use the teaching approach in his lessons.
Sheryl, as the supervisor, must take steps in line with school and department policies and the best practices to solve the problem. The first step is to understand the beliefs of Rick and the other teachers in the math department. The supervisor must allow the parties to explain the reason behind their beliefs in relation to the teaching goals. Sheryl must relate her educational beliefs with those mentioned by the team of maths teachers. The second step is to evaluate the purposes of the school and that of the math department in education. The teachers in the math department focus on having students actualize the theories and learn to teamwork ( Glickman, Gordon, &Ross-Gordon, 2018) . Rick argues that students must learn the basics of concepts in Maths and to work independently. The goal of every educational facility is to improve the behavioral and academic performance of students. Sheryl must consider her supervisory beliefs and explain them to the group of teachers as a part of the philosophical teachings.
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The third step is to integrate educational philosophies as part of the supervisory platform. Some of the philosophies that Sheryl will consider are experimentalism, essentialism, and existentialism. Essentialism is a philosophy that entails reality and idealism, where the supervisor must explain the truth. Sheryl will explain to Rick the facts about teaching, and each method enrolled in the Maths department. Essentialism relates most of the supervisory beliefs to the principles of nature that Rick must understand to adopt the new teaching culture. Experimentalism is the philosophy that focuses on the implementation of theoretical teachings through the use of machinery. Experimentalism will aid Rick to understand the importance of allowing students to practice concepts taught in class at home and in society. Sheryl will use the specific philosophy to explain the importance of practical sessions as part of teaching ( Glickman, Gordon, &Ross-Gordon, 2018) . The third philosophy is existentialism, which focuses on proving the presence of a fact in relation to the other two concepts. Rick must understand existentialism as a philosophy to believe and accept to actualize teaching guidelines at Lowell High School.
Sheryl must explain the relationship between supervisory beliefs, goals, and the three philosophies to Rick. Rick, as a teacher, must readily practice the new culture in the math department to ease the achievement of the educational goal. Teaching is a role that teachers must understand through the philosophies to achieve the school's academic purpose. The integration of the beliefs and the three super philosophies plays a significant role in solving teaching-related conflicts. In conclusion, supervisors resolve philosophical disputes through educative sessions on beliefs, goals, reality, and idealism.
Reference
Glickman, C., Gordon, S., & Ross-Gordon, J. (2018). Supervision and instructional leadership: A development approach. (10th Ed.). New York, New York: Pearson Education, Inc.
