SUPERVISORY METAPHOR
A lighthouse is a structure that is designed to assist as a navigational aide through rough waters at sea. Similar to the purpose of a lighthouse, supervisors hold knowledge, interpersonal skills, and technical skills that assist with navigating teachers towards instructional effectiveness and forming successful schools. As most structures are built from the bottom up, a lighthouse’s foundation lays the framework for the overall structure. Like the foundation of a lighthouse, supervision severs as a support for growth and development among teachers, which directly improves student learning. Establishing a solid foundation will lead the way towards guidance, collaboration, self-direction and ultimately inspiration among teachers.
The tower of the lighthouse represents interpersonal behaviors that are essential in moving teachers towards making classroom decisions. Glickman, Gordon, and Ross-Gordon (2013) list ten interpersonal behaviors from the supervisory behavior continuum that are used by supervisors when working with teachers. Of the ten interpersonal behaviors, some require more responsibility on supervisors, some require a shared responsibility among teachers and supervisors, and some require more responsibility on teachers, all of which are used for decision-making (Glickman et al., 2013). As one gradually looks up at the image of the lighthouse, the interpersonal supervisory behaviors listed starts off with supervisors having high supervisory control and low teacher control, gradually moving up towards supervisory behaviors that reflect shared control among supervisors and teachers, and then standing tall with supervisory behaviors that demonstrate low supervisory control and high teacher control. The supervisory approach that a supervisor chooses to take with teachers determines who holds the responsibility for the final decision on instructional improvement.
As we start to frame the lighthouse, we begin with directive control approach, where supervisors hold the responsibility for decision making as they direct teachers on what is in needed to be done, standardize a time frame when it needs to be completed and reinforce either positive or negative consequences upon completion or in-completion of the action. Although using directive control behaviors are not ideal form of supervision, it is in some cases necessary when teachers are functioning at very low developmental levels. The directive informational approach holds most of the responsibility for decision making on supervisors as they provide teachers with limited choices. The supervisor directs teachers on choices from which they can choose from and once the teacher makes their choice, the supervisor then standardizes a time frame on completion.
The collaborative approach shares the responsibility of decision making with supervisors and teachers. Teachers share their view of an existing problem as supervisors then participate by presenting their ideas, followed by collectively problem solving as supervisors and teachers find possible solutions, and then collaboratively negotiate to find a common solution. The non-directive approach, teachers hold high responsibility and supervisors hold low responsibility over decision making. Supervisors listen to teachers and clarify to further identify an existing problem. Supervisors then encourage teachers to speak openly about their concerns and reflect on the teachers’ actions. When teachers are functioning at higher developmental levels and are capable of having full decision-making responsibility, supervisors serve as a facilitator during the decision making process.
After the framework of the lighthouse is complete, the lights serve as a constant reminder that guidance is always near no matter what obstacle transpires. As teachers require different levels of support, supervisors will continue navigating teachers towards instructional effectiveness throughout their journey. Effective supervisors strive to lead teachers to instructional improvement, and overall growth and development, just like the continuous glowing light of a lighthouse.
References
- Glickman, C.D., Gordon, S.P. & Ross-Gordon, J.M. (2013). The Basic Guide to SuperVison and Instructional Leadership (3rd ed.). Boston, MA: Pearson Education, Inc.