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.

Chapter 10 Collaborative 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.

Collaborative Behaviors Clarifying: Identify the problem as seen by the teacher. Listening: Attend carefully to understand the teacher’s perception. Reflecting: Verify the teacher’s perception. Presenting: Provide the supervisor’s point of view. Clarifying: Seek the teacher’s understanding of the supervisor’s perception of the problem.

Collaborative Behaviors (continued) 6. Problem Solving: Exchange suggestions of options for solving the problem. 7. Encouraging: Accept conflict and reassure the teacher that disagreement is acceptable. 8. Negotiating: Find an acceptable solution. 9. Standardizing: Agree on details of a plan. 10. Reflecting: Summarize a final plan.

When to Use Collaborative Behaviors When the teacher or group is functioning at moderate or mixed developmental levels When the teacher or group and the supervisor have approximately the same degree of expertise When the teacher or group and the supervisor will both be involved in carrying out the decision and both will be held accountable for showing results When the teacher or group and the supervisor are both committed to solving the problem

Critical Reflection on Collaborative Supervision Beyond my mechanical use of collaborative behaviors, have I really given the individual or group equal decision-making power regarding the problem to be solved? Have I verified that the teacher or group perceives the decision-making process to be collaborative? Have I accepted conflict and reassured the teacher or group that disagreement is part of the decision-making process? Have I continued the collaborative process toward a solution acceptable to both the teacher or group and me?

Practitioner Reflection: Going Beyond Collaborative Language How did the author work collaboratively with others? How do you work collaboratively with others at your school? As a supervisor, how can you encourage your faculty and staff to work collaboratively?