1. Power Point Presentations for Each Chapter of SuperVision and Instructional Leadership: A Developmental Approach Carl D. Glickman Stephen P. Gordon Jovita M. Ross-Gordon
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2. Chapter 11 Nondirective Behaviors
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3. Nondirective Behaviors
Listening: Wait until the teacher’s initial statement is made.
Reflecting: Verbalize your understanding of the initial problem.
Clarifying: Probe for the underlying problem and/or additional information.
Encouraging: Show willingness to listen further as the teacher begins to identify the underlying problem(s).
Reflecting: Constantly paraphrase understanding of teacher’s message.

4. Nondirective Behaviors (continued)
6. Problem Solving: Ask the teacher to think of possible actions.
7. Problem Solving: Ask the teacher to consider consequences of various actions.
8. Presenting: Ask the teacher for a commitment to a decision.
9. Standardizing: Ask the teacher to set timeline and criteria for action.
10. Reflecting: Restate the teacher’s plan.

5. Initiating Nondirective Supervision
Supervisors seldom use nondirective behaviors with teachers.
Because of past experience, a teacher initially may be confused or suspicious of nondirective supervision.
Explain to the teacher or group what nondirective supervision is and why the supervisor wishes to use nondirective behaviors.
If the teacher initially does not respond positively to nondirective supervision, continue to build trust and rapport.

6. Nondirective, Not Laissez Faire, Supervision
What is the difference?

7. Issues with Nondirective Supervision
Can a supervisor really remain nonjudgmental?
What happens if a teacher or group desires the supervisor’s input?
What does a supervisor do with a teacher or group that is reluctant or not capable of generating solutions?
How exact or variable is the sequence of nondirective behaviors?
In what circumstances should nondirective behaviors be used?

8. When to Use Nondirective Behaviors
When the teacher or group is functioning at high developmental levels
When the teacher or group possesses knowledge and expertise concerning the issue
When the teacher or group has full responsibility for carrying out the decision
When the teacher or group is committed to solving the problem

9. Critical Reflection on Nondirective Supervision
Is the teacher of group reluctant to assume decision-making responsibility? If so, what might be the reason for that reluctance?
In addition to using overt nondirective behaviors such as clarifying, encouraging, and reflecting, do I avoid influencing the teacher or group through subtle comments or nonverbal behaviors?
If the teacher or group asks for my input, do I respond appropriately?
Am I actively facilitating the teacher or group’s decision making, or do I sometimes slip into laissez faire supervision?

10. Practitioner Reflection: A Nondirective Approach as I’m Developing
What does the author learn about using nondirective supervision?
Why did nondirective supervision work for one group of teachers but not for another?
Give an example of how you would like to use nondirective supervision.