1. Supervisory Behavior Continuum
R. Martin Reardon’s summary of Chapter 6
Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009),

2. Purposeful behaviors…
…contribute to the decision being made at the conference or meeting
Listening
Looks at speaker; nods head to indicate understanding; says “uh-huh” etc.
Clarifying
“Do you mean that…” “Would you explain…” “I’m confused about…”
Encouraging
Help the speaker to continue to explain. “Continue on” “Tell me more”
Reflecting
Summarizes & paraphrases speaker’s words. “So, the issue is…”
Presenting
S gives own ideas. “This is how I see it…” “What can be done is…”
Problem Solving
Pressing for a list of possible solutions. “Let’s each write down what could be done…”
7 – 10…
Session 6: 21 slides

3. Purposeful behaviors (ii)
Negotiating
S moves from possible to probable. “How can we change that to be acceptable to all?”
Directing
S tells particpant(s) what the choices are (“These are the alternatives. Which will you choose?”)
OR what to do “I want you to…” “The policy will be…”
Standardizing
S sets expected criteria & time. “By next Monday, I want…”
Reinforcing
S hints at possible consequences
Positive: “I know you can do it!”
Negative: “If it’s not done on time…”
Session 6: 21 slides

4. Continuum of purposeful behaviors
Session 6: 21 slides

5. Who controls the final decision?
Outcome
Teacher self-plan
Mutual plan
Supervisor-suggested plan
Supervisor-dictated plan
Approach
Nondirective
Collaborative
Directive Informational
Directive Control
Session 6: 21 slides

6. “Know thyself…” Johari Window Known to S Not known to S Known to T
1. Public self
2. Blind Self
Not known to T
3. Private self
4. Unknown self
Session 6: 21 slides

7. Why bother to think about myself?
Needed to maximize effectiveness as Supervisor
Choice to remain a private person creates an unhelpful distance
Examples?
Need to be aware of our stance & whether we wish faculty to be so with us
Can only improve what we know
Inability to face shortcomings can lead to disaster
Session 6: 21 slides

8. Cognitive Dissonance
Session 6: 21 slides

9. Cognitive Dissonance (ii)
E.G., rd Presidential Debate
Kerry: support for partial-birth abortion v membership of Roman Catholic Church
Cog.Diss. especially relevant with teachers
Conscious of “calling” to be teacher
Supporting “cause beyond oneself”
Motivated by achieving the greater good
Leader proposing changes likely to be proposing dissonant cognitions
Strongly held & at least tacit reasons for what they do
Session 6: 21 slides

10. Cognitive Dissonance (iii)
Magnitude of Cog. Diss. related to both
Number &
Importance of dissonant cognitions
Dissonance Ratio can be reduced by
Removing dissonant cognitions
Adding consonant cognitions
Reducing importance of dissonant cognitions
Increasing importance of consonant cognitions
Session 6: 21 slides

11. The (non)listening principal:
Removing dissonant cognitions
The faculty are not qualified to judge; they don’t see all the occasions when I listen really well
Adding consonant cognitions
My secretary says I’m a good listener
Reducing importance of dissonant cognitions
This survey has to be taken in the context of all the testimonials saying how good a listener I am
Increasing importance of consonant cognitions
The superintendent thinks I’m a good listener
Session 6: 21 slides

12. The habitual smoker…evidence of related health problems (Festinger, 1957)
“I have stopped smoking”
Change dissonant cognition to consonant
“I don’t believe smoking is bad for my health”
Eliminates dissonant cognition “smoking is a health hazard”
“I experience a number of positive effects”
Adding consonant cognitions
“I observe I am more likely to die from a car accident”
Reduces the importance of the dissonant cognition
“I consider smoking as an important part of my lifestyle”
Increases the importance of the consonant cognition
Session 6: 21 slides

13. Four paradigms Free-choice paradigm
Any choice is accompanied by awareness of the +ve aspects of choice & -ve aspects of rejected alternative (opportunity cost)
Difficult decision will arouse great dissonance
INCREASES the motivation to see the chosen alternative as more desirable
“spreading of alternatives”
Post-decision adjustment of position
Portrayed as being entirely consistent
Session 6: 21 slides

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15. Four paradigms (ii) Belief-Disconfirmation Paradigm
Relates to behavior when people confronted by information inconsistent with their beliefs
Misperceive or misinterpret information
Decrease importance of dissonant cognition
Reject or refute the information (as above)
Seek support from those who agree with original belief
Increase the importance of consonant cognition
Attempt to persuade others to accept original belief
Increase the number of consonant cognitions
Session 6: 21 slides

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17. Four paradigms (iii) Effort-Justification Paradigm
“Effort” = having to engage in an unpleasant activity
The more unpleasant, the greater the dissonance
INCREASES the motivation to see the chosen alternative as more desirable
Session 6: 21 slides

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19. Four paradigms (iv) Induced-Compliance Paradigm
Social situations can induce one to say something that is contrary to a prior belief
Leads to cognitive dissonance
Lessened if one utters dissonant statement under great duress
The smaller the reward for saying something one doesn’t believe, the GREATER one’s opinion changes to create consonance
Negative incentive effect
People paid small amounts speak positively of task
Forbidden-toy effect
Overly-severe punishment threat engenders greater desire
Session 6: 21 slides

20. Session 6: 21 slides

21. Supervisor’s Self-Assessment (p. 100)
Take it yourself
When you have the opportunity to involve others…1-2, 2-3, 1-4, 3-4
Satisfaction
Dissatisfaction
Teacher 1 3
Supervisor
(you) 2 4
Session 6: 21 slides