An empowering supervision model

Abstract

This project explores the development of a supervision model which empowers teachers to be in charge of their own professional development. The work recounts the experiences of two teachers individually collaborating with a supervisor to develop solutions to questions each has identified from their own classroom and teaching practices. The project is based on the belief that teachers are active participants in their own learning.

The empowering supervision model uses a process of dialoguing, problem posing, devising solutions, acting and reflecting on the actions taken. The teacher is actively engaged in making meaning of the actions taken and the results evidenced. Once teachers are familiar with the process, they may become independent in developing their own professional knowledge and reflective about teaching practices.

This supervision model is contrasted to a supervision policy outlined in "The Evaluation of Teaching Effectiveness in Pictou District" which is based on a clinical supervision model. Once teachers are familiar with accessing these value systems, they are empowered to be more critically aware of the implications of their practices. (Abstract shortened by UMI.)