BIG IDEAS
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For this unit we’ll identify and define various supervisory relationships and the characteristics affiliated with these relationships. We’ll then seek to understand how broad trends and issues in school renewal/reform relate to roles and functions of educational supervision.
This week will also be an opportunity for each of us to “settle in” technologically and to share personal and supervisory practice revelations about virtuous leadership and supervisory practice. By unpeeling the layers – the onionskins of our beliefs, assumptions and values – we can begin to (re?)conceptualize and articulate a personal stance about the link between supervision and teaching and learning. In doing so, we’ll hopefully come to recognize how the roles and functions of supervision are linked with personal fundamental beliefs, values and attitudes about knowledge and learning, and hence, teaching.
Within the theme of “Perspectives for Supervision,” the first four chapters of Sergiovanni & Starratt help us to see the interrelations among the images we have of supervision, the ways in which we conceptualize authority, the notion and role of community and morality. These considerations, among others, send strong messages about our assumptions, beliefs and values, on both personal and professional levels.
Throughout our interactions, we’ll unearth the reciprocal relations between schooling and supervisory practices, noting trends over time. Your personal experiences and reflections on those experiences will add greatly to internalizing all of this.
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