Educational Supervisory Model. Education Research Paper

Developmental Model
Developmental models of supervision are appealing largely because they are useful to supervisors and supervisees of diverse theoretical persuasions, have implications for direct practice and training and offer a framework for monitoring progress overtime (Watkins, 1995). The developmental model outlines the progressive stages that the teachers must take as they acquire the necessary skills of becoming experts in their fields. Each stage consists of characteristics that the teachers must exhibit or meet before they move to the next stage. For example, those teachers beginning their internship are expected to show limited skills as well as confidence while those who are finishing their field placements will show more skills and be confident. The expert teacher will exhibit good problem-solving skills and be reflective on what he/she has acquired during the field training period.
There are various developmental models that have been developed by different scholars to help both teachers and field supervisors. I decided on the development model since teachers already have to go through several years of schooling and in some cases several weeks of supervised student teaching. Mrs. Westerhausen is not a beginner teacher that needs a lot of support. She is confident in her objectives of the assignments and her mode of teaching. She has built relationships with her 53 students over the years as they move up in grade levels. Mrs. Westerhausen can use dialog and constructive feedback on refinement areas to help strengthen her lessons and delivery.
Integrated Development Model (IDM)
It describes three levels of teacher development:
Level 1. Interns are entry-level teachers who are highly motivated but fearful of being evaluated.
Level 2. Are teachers at the middle-level and have gained some experience and motivation and their confidence has shown a decline.
Level 3. Are teachers who have gained enough skills and are stably motivated (Benard& Goodyear, 2009).
The supervisor should focus on strategies that correspond to the skills of the teacher.
Coaching and mentoring instrument
The selected evaluation approach is peer observation. Other teachers are a good source of data that will be used to evaluate the teaching and units of an individual teacher since they will provide professional feedback as well as guidance. The coaching and mentoring instrument comprises the following guidelines:
1 The teacher will be offered guidance and support regarding teaching
2 The teacher will be encouraged to seek assistance regarding the teaching of her units in order to make teaching and learning more productive and successful and enhance student performance.
3 The teacher will be encouraged and supported to achieve the learning outcomes established by the school and state regarding the unit that she/he teaches (Portner, 2010).
Issues of developmental supervision/leadership
One of the issues of developmental supervision is to determine the best approach that the supervisor could employ as the most appropriate for that particular instructor. The effective way of approaching this issue is that the supervisor can utilize each situation in d...