Chapter 6 Supervisory Behavior Continuum: Know Thyself
3SUPERVISORY BEHAVIOR CONTINUUM
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Supervisory Behavior Continuum: Know Thyself
1Running head: SUPERVISORY BEHAVIOR CONTINUUM: KNOW THYSELF
Supervisory Behavior Continuum: Know Thyself
1. What assurance would you seek from the principal before agreeing to pilot 360-degree feedback?
Before conducting a 360-degree, it is necessary for the supervisor to get some assurance from the principle. It ensures that conflict of interest does not influence the outcome. The supervisor should find out the purpose of the feedback, whether formative or summative. The first one means that the supervisor will use the feedback for his or her professional development. Summative purpose, on the other hand, implies that feedback will be used by the administration to make administrative decisions about the supervisor. The latter should also clarify whether his/her coach or mentor will be superior or not.
2- What characteristics would you look for in a coach to assist you?
The coach is a key figure in ensuring that the feedback collected achieves the targeted objective. It is therefore, important to be keen in choosing a coach to make sure he possesses the right qualities. The following are some important aspects: the coach should not be superior to the supervisor. The coach will comply with supervisors directions and collect the right information. His/her role should be to help out the boss through the 360 degrees assessment. The coach should be committed to the to the supervisors growth and development, have data-gathering and analysis skills, and be willing to openly and honestly critique the supervisors performance. He should also be able to maintain confidentiality throughout the whole process.
3- What aspects of your supervisory leadership would you gather feedback on?
2SUPERVISORY BEHAVIOR CONTINUUM
There are different aspects of supervisory performance that we can gather feedback. Interpersonal behaviors form a very solid base for this. These interpersonal behaviors include communication, adaptability and relationships. Alternatively, the supervisor can establish the
areas of assessment and in this regard, feedback can be tailored to his specific role and school context.
Another way of gathering feedback on supervisory leadership is by analyzing the Johari window. It looks at the supervisors behaviors from four angles. The first one is the public self; these refer to actions that are known to both the supervisor and the teachers. Next is the blind self, refers to behaviors that are unknown to subject but are known to the teachers. The third one is private personality, this is the part that is known to the supervisor but unknown to the teachers, and finally is the unknown self. It refers to the personality that is unknown to both the supervisor and the teachers. Collecting feedback and analysis of the four windows helps the supervisor to understand his perception together with those of the teachers.
4- What groups would you gather feedback from?
360-degree feedback approach is a useful tool in conducting performance evaluation. It collects feedback from multiple sources thereby being a valuable tool for assessment. For the supervisor to get an overhaul response, he/she has to collect it from all the groups that work with him/ her. The feedback groups include students, teachers, central office administrators and other supervisors. Gathering feedback from all these groups gives consistent information since the supervisor has different working relationship with each respective collective.
The supervisor has first to conduct a self-assessment. The bosss perceptions gathered from this evaluation can later be compared to the feedback from others. For example, in case he/she attempts to use mutual approach, you can assess whether collaborative behavior is evident or the supervisor sometimes opt directive or nondirective behaviors.
In addition, it is appropriate to put in mind how the supervisor behaves with different groups. For example, consider whether he/she treats women and men differently, whether there is a disparity on how he treats younger and older teachers. If there is a disparity on how any of these groups is treated, then this question should be raised. Such practice will help to identify the target groups for the feedback.
5- What feedback gathering tools (questionnaires, interviews, observations, and so on) would you use to gather data from each of the feedback groups you have identified?
The supervisor can gather feedback from the different groups in a variety of ways. These habits differ from group to group to enhance quality of data. Speaking about teachers, data collecting takes place when the supervisor is interacting with individual lecturers or a group of them. The coach can observe a conference or meeting where the supervisor is present. Another method is by giving teachers a questionnaire in which they give a response in regard to their perception about the boss.
The coach gathers feedback from other supervisors by conducting interviews. They respond to mentor queries and give the required information. The supervisor can as well analyze documents that reflect behaviors, such as emails, memos, and observation reports that he or she has prepared.
With the students, the supervisor can tape a supervisory conference or meeting and review the tape. The latter will assist the supervisor to get the desired information.
6- What activities in the 360-degree process would you ask your coach to assist you? What activities would you carry out on your own?
A coach or a mentor is an important aspect of 360-degree feedback and his/her input is very sensitive. The coach contributes in numerous ways to make sure that the supervisor gets the right feedback in order to adapt to the necessary change. He/she can help in the following 360-degree processes:
The coach collaborates with the supervisor and assists to select particular assessment areas of the professional behavior. He/she should possess data gathering and analytical skills. These properties enable the coach to keenly assess the important areas that need feedback.
The coach has the responsibility to interview other supervisors whose feedback is vital. The interview is in most cases done through a face to face way to enhance probing and clarification of required information. In addition, the coach conducts observations of the supervisor when he/she is working with teachers. The coach therefore, collects original information concerning supervisor-teacher relations. The coach also assists the supervisor to identify and review weaknesses and strengths in the performance of the latter.
Finally, the mentor consults with the supervisor to establish goals aimed at enhancing strengths and improving in areas of weaknesses. The set goals are achieved by designing an action plan which is to be followed by the supervisor.
The role of the supervisor is to do a self- assessment and express his or her opinion which is later compared with feedback from other respondents. The self-assessment gives a feedback about the consistency of the perceptions of the supervisor in regard to how others (teachers) perceive him or her.
Another role of supervisor is to gather data on classroom behaviors to assist teachers to improve their instruction. He/she gets first-hand responses from the teachers and knows where to rectify, reflect or even direct teachers opinion.
In addition, the supervisor has the responsibility to analyze data on his/her performance for the purpose of improved supervision. Feedback analysis gives the supervisor the areas that one needs to address.