Copyright © Allyn & Bacon 2007 Power Point Presentations for Each Chapter of SuperVision and Instructional Leadership: A Developmental Approach Carl D. Glickman Stephen P. Gordon Jovita M. Ross-Gordon This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

Copyright © Allyn & Bacon 2007 Chapter 9 Directive Informational Behaviors This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

Copyright © Allyn & Bacon 2007 Directive Informational Behaviors 1.Presenting: Identify the goal. 2.Clarifying: Ask the teacher for input into the goal. 3.Listening: Attend carefully to understand the teacher’s point of view. 4.Problem Solving: Mentally determine possible actions. 5.Directing: Provide alternatives for the teacher to consider.

Copyright © Allyn & Bacon 2007 Directive Informational Behaviors (continued) 6. Listening: Ask the teacher for input into alternatives. 7. Directing: Frame the final choice. 8. Clarifying: Ask the teacher to choose. 9. Standardizing: Detail the actions to be taken. 10. Reinforcing: Repeat and suggest follow-up on the plan.

Copyright © Allyn & Bacon 2007 Comparing Directive Control with Directive Informational Directive Control Statements: –It is essential that you… –One of my expectations is that you… –You need to… –You must… –You will be required to… –I will…

Copyright © Allyn & Bacon 2007 Comparing Directive Control with Directive Informational (continued) Directive Informational Statements: –I suggest… –One alternative is… –You could… –In my own teaching, I’ve found that… –Which alternative do you wish to try? –I would be willing to…

Copyright © Allyn & Bacon 2007 Issues in the Directive Informational Approach Confidence Credibility What if the teacher refuses to make a choice?

Copyright © Allyn & Bacon 2007 When to Use Directive Informational Behaviors 1.When the teacher or group is functioning at fairly low developmental levels 2.When the teacher or group does not possess the knowledge about an issue that the supervisor does 3.When the teacher or group feels confused, inexperienced, or at a loss for what to do, and the supervisor knows of successful practices

Copyright © Allyn & Bacon 2007 When to Use Directive Informational Behaviors (Continued) 4.When the supervisor is willing to take responsibility for what the teacher or group chooses to try 5.When the teacher or group believes that the supervisor is credible 6.When time is short, the constraints are clear, and quick, concrete actions are needed

Copyright © Allyn & Bacon 2007 Critical Reflection on Directive Informational Supervision Is my interaction with the teacher or group truly informational rather than controlling, both in terms of technical language I use and the overall environment I create? Is the teacher or group provided alternate actions to consider that are clearly defined but also provide meaningful choices? Is the directive informational approach resulting in any unanticipated consequences? Is the directive informational approach working well with this teacher or group? Would another approach work better?

Copyright © Allyn & Bacon 2007 Practitioner Reflection: The Lesson Plan How does the author feel about her principal visiting her classroom? What is the teacher struggling with? Why does the supervisor use a directive informational approach with the teacher?