I found the book written by Glickman, Gordan and Gordan very educative, informative and interesting. I agree with most of the aspects collegial model in instructional supervision. However, there are some few points that I would like to argue against. According to my understanding a collegial model requires supervisors or principals to establish a close relationship with the teachers in order to relate with them on a personal basis while maintaining professionalism. The aim of this method is to establish an effective and improved working environment by developing a friendly workplace (McGrath, 2000). In this case, the teachers view themselves as one team where each one of them has a say in the decisions made.
However, I feel that the model can lead to teachers undermining the principal. This can be so because the close personal relationships would enable the teachers to know the principal well as compared to those whose supervisors/principals are a bit more authoritative and do not have very close relationships with teachers. Every person has his/her own weaknesses and limitations. Knowing the principal’s strengths can be good because it can contribute to more respect for the principal. However, knowing about the weaknesses of the principal has the potential to undermine his/her image to the teachers.
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The book and other learning materials in class have enabled me understand the various roles of an effective school administrator/principal. Principals focus on two major things: service to teachers and students in the school they manage/supervise. The duties of an effective administrator are many and different. Each day presents different issues and situations in the school. Furthermore, an effective school principal aims at priorities, needs and support for both the effective and ineffective teachers (Glickman, et. al , 2018). Moreover, they are able to manage the needs of school management, teachers and students (Miller & Dollarhide, 2006). According to the model, the principal establishes an effective work and also professional associations with teachers and other staff in the school environment. In addition, he/she develops a healthy and conducive environment for the students to conduct their learning.
An effective school principal is able to ensure balance between all the categories and still maintain good mental health for him/herself and manage their stress levels. According to Senge’s system theory, if a dysfunction exists in one of the school’s system, the dysfunction spreads in the entire school systems (Olivia & Pawlas, 2004). Supervision goes beyond observing and evaluation he practices of a teacher. According to Glickman, Gordan and Gordan, when supervision is seen as a service, principals cannot establish rapport with teachers ( Glickman, et. al , 2018 ). In fact, teachers would view them as individuals controlling their destinies. I strongly support this because in such a case a teacher cannot implement a practice that could benefit the students that is outside what the principal has planned or ordered.
In conclusion, for supervision to be effective, a teacher would always need the services of the principal and uphold the good relationship that is between them. A teacher requires to feel that the principal is there to serve him/her and to offer support required in the journey towards becoming an effective teacher (Caldwell, 2000). I agree with the argument that when the principal is dealing with an ineffective teacher, he/she ought to take adequate time in order to analyze the teachers conduct. According to Glickman, Gordan and Gordan, an effective school administrator should exhaust all the available means of helping the teacher before recommending dismissal ( Glickman, et. al , 2018 ). However, I developed a concern on the quality time for students that would be lost while trying to help a struggling teacher and its possible impact on students’ performance. I enjoyed very much reading this book. It has enabled me to critically think on how one can become an effective supervisor. This will be of so much help to me in my professional practice.
References
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018). Supervision and instructional leadership: A developmental approach . New York: Pearson.
Caldwell, B. J. (2000). Achieving Successful Leadership in Schools of the Third Millennium. Improving Schools, 3 (3), 20-26. Doi: 10.1177/136548020000300305
Miller, G. M., & Dollarhide, C. T. (2006). Supervision in Schools: Building Pathways to Excellence. Counselor Education and Supervision, 45 (4), 296-303. doi:10.1002/j.1556-6978.2006.tb00005.x
Olivia, P., & Pawlas, G. (2004). Supervision for Today’s Schools . New Jersey: Wiley Jossey-Bass Education.
McGrath, M. J. (2000). The Human Dynamics of Personnel Evaluation. The SchoolAdministrator, 34-38.
