Collaborative Behaviors Chapter 9 Supervision and Instructional Leadership Outlined by Krystyna Basara

Resolving Problems with Collaborative Behaviors Collaborative behaviors are used when a supervisor and a teacher equally share a problem. Supervisor and teacher both share their views and honest opinions. A mutual solution to the problem is sought out and the goal is to reach an agreement. Disagreement is not discouraged in conversation. When the supervisor sees conversation moving towards agreement, they steer the conversation towards resolution. When the conversation leaves off stalemated, a mediator may be introduced in order to reach a resolution to the shared problem.

Clarifying Clarifying is the first behavior involved when supervisor uses collaborative behaviors. The purpose of this step is to identify the perspective the teacher has on the problem/concern. The Supervisor may ask the following questions: “Please tell me what is bothering you.” “Explain to me your greatest concerns.”

Listening The supervisor’s goal is to obtain as much information as possible before thinking of an action plan. As the teacher explains his or her perceptions of the problem the supervisor must use a wide range of behaviors that demonstrate sincere and intense listening. Eye contact Probing questions to gather more defined details about the concern Paraphrasing and restating what is said Not interrupting the flow and allowing the teacher to speak Validating that full attention is being given to the teacher by stating simple prompts such as: “Uh huh, I am following you.” “Tell me more.” “Do you mean…..?” The opposite of…

Reflecting The supervisor reflects on what has been said by the teacher. The supervisor verifies the teacher’s perception of the problem. The supervisor restates and rephrases the teacher’s description of the problem. By restating a summary of the teacher’s statements both supervisor and teacher gain accuracy and clarity. The supervisor can summarize the description and the teacher feels heard. “I understand that you see the problem as…… Is this correct?”

Presenting The first three steps in a conference with collaborative behaviors are nondirective. A shift happens at this point and the supervisor now gives his or her own point of view about the problem. There may be information about the situation that the supervisor must now fill in. The teacher’s position is not influenced by the supervisor’s because it is stated first.

Clarifying Clarifying occurs a second time and perhaps a third if mediation becomes necessary. The supervisor at this step in the resolution process seeks the teacher’s understanding of his or her perception of the problem. The teacher is asked to do likewise and paraphrase the view of the supervisor. The supervisor prompts this response with a question. “Could you repeat what you think I am trying to say?” Once the supervisor feels the teacher understands his or her perception of the problem, problem solving can begin.

Problem Solving Supervisor and teacher exchange ideas for solving the problem. “Let’s both think about what can be done to improve this situation.” Teacher and supervisor can write separate lists of suggestions. They may listen to each other and collaboratively exchange thoughts about solutions. Some teachers may be apprehensive about giving their own ideas for resolutions and therefore a break where both parties write down possible resolutions before speaking is recommended. Promotes true collaboration and allows for a genuine exchange of personal ideas connected to individuals and is nondirective.

Encouraging The supervisor reassures the teacher that conflict is acceptable. There are no winners or losers. The agreement is that both teacher and supervisor must agree on an action before any solution will take place. There must be a genuine belief that conflict between two caring professionals, leads to the best solution.

Negotiating The goal of negotiating is to find an acceptable solution that both supervisor and teacher agree upon. Suggestions are compared and contrasted. Points of agreement and disagreement are noted. If there is much disagreement the following four steps can be taken. 1. Investigate whether the differences are as vast as they come across to be. Both teacher and supervisor thoroughly explain what they mean. 2. Determine if the disagreement is very real and how solid each stance is. 3. Consider compromise and find a middle solution. 4. Drop top resolutions and seek out another.

Standardizing Once supervisor and teacher reach an agreement to a resolution, details of the plan must be agreed on as well. The supervisor attends to the details. The details are then discussed and agreed on in order for there to be a specialized, precise plan of action. Time (When will the plan be implemented?) Place (Where will the plan be implemented?) Follow-up (Who will help and what resources will be needed?)

Reflecting The final plan is reviewed and summarized. Both teacher and supervisor agree to the action and the details involved in the resolution process. The supervisor may either seek verbal or written affirmation that the plan of action is agreed upon and understood in detail by the teacher.

Issues in Collaborative Supervision More than democratic procedures are needed during the collaborative process of coming to agreement. The teacher and or group involved may perceive they are being manipulated by the supervisor. The teacher may perceive he or she is being given a directive and that the collaborative process is not sincere. The supervisor may not feel that the teacher truly believes in the agreement. He or she may only be in agreement because they seek to comply. A rapport of trust in the supervisor must be established in order for a teacher to believe the supervisor is indeed sincere with collaboration. An alternate approach may be needed if the teacher does not take initiative to share feelings and ideas during the collaborative process.

When to Use Collaborative Behaviors Collaborative Behaviors should be used when….. Teachers are functioning at moderately high and/or mixed developmental levels Teachers and supervisors have similar expertise on the issue at hand Both teacher and supervisor will be involved in carrying out the plan The teacher and or teachers will be accountable for showing results of the collaborative approach Teacher and supervisor are both committed to solving the problem The teacher may feel that being left out of the process will lead to low morale and mistrust

Moving From Collaborative Toward Nondirective Behaviors The supervisor gradually moves towards nondirective interpersonal behaviors. The supervisor may use collaborative behaviors while assisting a teacher or group with decision making during instructional improvement and then allowing the teacher or group to develop actions that will help reach the set goal, independently. Collaborative behaviors are a bridge leading to nondirective behaviors.

Personal Reflection The collaborative model is ideal as long as there is a basis of trust between supervisors and teachers. A strong leader can use the collaborative model effectively because a strong leader is admired and teachers believe the leader truly cares. In order to utilize this model there must be an established rapport which takes time and evidence to establish with most people. The principal must be a role model and through charisma, kindness and influence work collaboratively with teachers.

The Ten Key Behaviors

References Glickman, D., Gorden, S., Ross-Gorden, J. (2010), Supervision and Instructional Leadership, 9th Edition. Boston: Allyn & Bacon MrVtaylor. (2013,December 10) Supervision of Instruction Course The Collaborative Approach [Video file]. Retrieved from https://www.youtube.com/watch?v=MaBWFcZgJ4w Leaders Quotes | Quotes about Leaders | Sayings about Leaders. (n.d.). Retrieved October 3, 2015.