Supervision is a key element in educational circles. It is a process that ensures that there is a correct blend of the theory that has been taught in class with actual practice (Arockiaraj et al., 2020). In essence, supervisors guide their mentees to live out the concepts that were previously only imagined. In education, supervision is critical in ensuring that the objectives of educator programs are met. Supervision addresses the need to improve teaching skills and in making sure educators are exceptionally competent.
Additionally, supervision helps in taking in new approaches and trends in the teaching profession, like when advocating for a change in teacher attitudes. Supervision can as well be used as a tool for providing data to improve on teaching and learning environment. Through supervision, teachers can evaluate their own methods from the input they receive from their supervisors. Supervision fosters healthy relationships between supervisors and educator. Through supervision, the education fraternity ensures that coordination of efforts in utilizing available materials.
This paper aims to elaborate how different educational supervision theories and models can be utilized in achieving the objectives of educational supervision, and in improving the design of educator programs.
Systems Approach to Supervision Theory
The systems approach to supervision theory breaks down the complex nature of the relationship between the factors that influence the education process into smaller units that can be easily understood (Watkins & Milne, 2014). The system approach to supervision comprise of seven elements or dimensions including: the supervisor, the supervisor functions, the supervisee or the mentee, the tasks to be learnt, the client or the care receiver, the organization or the institution, and the supervision relationship where all these elements are integrated.
To elaborate the systems approach theory a scenario can be used of an educator who is on attachment in an education institution like a school and is being supervised by their supervisor. In this case there are differentials with regard to power that are in play. The relationship between the educator being supervised and the client, who a learner in the institution, there are distinctions in terms of their gender, their cultural and religious backgrounds, and their personalities. These distinctions also apply to the relationship between the supervisor and the educator being supervised.
Though these relations are different, the objectives of these relationships are to support and help each other. The educator being supervised aims to guide the learner in acquiring helpful knowledge. While under supervision, the educator aims to better their teaching skills. In this dynamic, the educator and their supervisor will likely have an impact on each other in ways that are mutually beneficial. According to Mueller & Kell (1972), the relationship starts with the development phase and progresses into the mature stage where the supervisor can have evaluative talks with their supervisee. The systems approach theory is important as it helps in providing relevant data that can be used in the design phase of educator programs.
Transformative Learning Theory
The transformative learning theory is mostly applied in adult educator programs. The theory was formulated by Mezirow (2000). This theory is based on the premise that transformative learning occurs when previous knowledge is used to obtain a new understanding. Learners may gain a new sense of meaning or clarity about concepts that they are already aware of after a revision of interpretation. Mostly reinterpretation is brought by new perspectives that help to re-evaluate the status quo. Whereas learning is normally a formative process for young learners, a transformative learning process for adult learners involves gaining new perspectives.
Mezirow (2000) explains that the transformative process can also include a slight change in meaning of the subject matter. The change in mean is normally to introduce new variables that were previously unforeseen or not considered. Changing dynamics can also introduce variables that now have to be factored in the meaning of previously already defined concepts. For example, educator programs that were previously developed for specific communities may have only considered the factors relevant to that specific community. With time a change may be experienced where people from diverse communities move into the area. This change in demographics may necessitate a change in approach for the program.
A transformative approach deals as well with change in attitude for the participants. The transformative theory is especially critical when designing educator programs whose objectives include changing teacher attitudes towards their current teaching practices and models. Educational supervision that utilizes this theory aims to ensure that the participants in the educator programs get new perspectives by engaging in self-reflection and evaluation of the effectiveness of their current methods vis-à-vis the new objectives of the programs.
Cross-Cultural Approach to Supervision
The cross-cultural approach to supervision is built on the foundation that cultural diversity is almost always guaranteed when it comes to educators and their supervisors. For effective supervision to take place, there need to be healthy interpersonal relationships between supervisors and their mentees. Effective supervisors needs to be skillful in handling people from diverse cultures (Benefiel & Holton, 2010). Cultural diversity may be experienced in terms of racial differences, differences in gender or gender orientation, differences in political views, and religious differences. Also, differences with regards to culture and origin introduces the elements of different languages and what different people are accustomed to.
Educator programs whose supervision models utilize the cross-cultural approach are normally aiming to address the diversity factor in society. In today’s world it is rare that a place will solely be inhabited by specific communities. The cross-cultural theory takes care of diversification needs in society by following a few principles. First, there is the recognition that culture is live concept that keeps on changing due to the influence of trends. The theory also takes into account the fact that the agents in the educational supervision process, including supervisors and their supervisees and the end-clients, are all impacted by the several cultural cultures around them.
Additionally, the cross-cultural theory aims to equip supervisors with the knowledge to appreciate and connect with the diverse cultures that ultimately has an impact on the end-clients of the educational supervision process. With this understanding, it becomes relatively easy to initiate the process of creating awareness among their mentees about new paradigms that emerge in the field of education. Creating awareness is critical for there to be change in attitude towards how education programs are designed, and in setting progressive goals for the programs.
Interviewing Dr. Wiley
Dr. Charles Wiley is an educator with over 30 years of experience in his practice. His specialization is educational psychology. Dr. Wiley directs The Wiley Foundation, which liaises with the education department to provide vocational training for teachers. His programs aim to create awareness of trends within the education sector, and to equip teachers with soft skills that transform them into effective agents within the education system.
My interview with Dr. Wiley brought forth valuable insights. He states that strong supervisors first have to have a mastery of their content, which can only be obtained from extensive research during their advanced education. Mastery of content makes supervisors to be competent and confident when undertaking their duties. According to Dr. Wiley, after many years of practice, personal development is inevitable. He states that he now appreciates different cultures and can work with a diverse team. Dr. Wiley shared that the positive results of his foundation encourages him to want to make more meaningful contributions to the education sector. Finally, Dr. Wiley shares that new supervisors should be receptive to new shifts and trends in their era and be ready to the possibility of new ideas and perceptive in their career.
Interviewing Professor Murt
Professor Mary Murt is a curriculum development expert. In her 37-year career, Prof. Murt has evolved from being a teacher to an administrator, before taking up scholarly duties. Prof. Murt supervises graduate students in the field of education. She believes that strong supervisors are adaptable to changes in the field. Evidently, she is a strong advocator for the adoption of technology in advancing the objectives of educational programs.
According to Prof. Murt, the evolution of her roles over the years were due to her progressive mentality of wanting to contribute more in her field. She highlights a negative experience during her years of teaching where the approaches and methods used at the time were rigid, and to some extent ineffective. The professor’s advice to new supervisors is to contribute in the design of education curriculums to ensure the needs of their clients are taken care of.
Discussion
From the interviews with the two educators, it is evident that educational supervision can be quite complex and require high levels of competence to achieve its objectives. Both interviewees, who were successful in their fields, have high educational qualifications. It is also observed that progressive and highly effective educators obtain their skills and intellectual thinking from working in different capacities within their areas of expertise. Exposure to different levels and environments enable them to have an understanding of the different elements of their area in totality. Consequently, they are able to make informed decisions and are able to handle a diverse range of issues.
Another observation is that stakeholders in educational supervision programs realize that change is a critical element in the field of education. Prof. Murt acknowledges that the rigid approaches to education during her time as an educator were ineffective. She is now in a position to influence the trajectory of curriculum development. Dr. Wiley, on the other hand, is actively involved in impacting knowledge about new approaches to educators through his foundation.
Most educational supervision theories support progressive approaches to the design of educational programs. The transformative learning theory, for instance, supports continual learning. The theory advocates for re-evaluation of established concepts to gain new understanding to address current concerns. Dr. Wiley’s foundation utilizes this theory. The foundation helps educators to change their attitudes to appreciate new approaches that are better and effective teaching.
The cross-cultural approach theory addresses the modern concerns of diversity. Modern trends in society that were previously non-existent or not spoken about are gaining significance. For instance, monitory groups such as gay people have advocated for their rights and are now recognized in many jurisdictions. Since the success of educational supervision is highly dependent on a good relationship between supervisors and their mentees, education programs can borrow from the cross-cultural theory to create awareness and equip supervisors with skills to handle diverse communities.
Application
Supervisors can borrow from educational supervision theories to sharpen their skills and be open to new perspectives. Supervisors are a major element and can be instrumental in bringing in significant change that would steer education programs in the right direction. To be an agent of change, I will give significant feedback to be used as input when designing future education and vocational programs. Also, I will be open to new perspectives from other supervisors who have different experiences.
In conclusion, educational supervision theories build on the elements of successful educational programs. This paper has only elaborated on three theories: transformative learning theory, cross-cultural theory, and systems approach to supervision theories. Also the experiences of successful supervisors highlighted in this paper help to shape our attitudes towards how effective educational supervision should be implemented.
References
Arockiaraj, C., Chang, S., & Tripodi, D. (2020). Excellence in Supervision: Theories of Supervision. Reflective Practice: Formation and Supervision in Ministry. ISSN 2325-2855
Benefiel, M., & Holton, G. (2010). The Soul of Supervision: Integrating Practice and Theory. Church Publishing, Inc.
Mezirow, J. A. (2000). Learning as transformation: Critical perspective on a theory in progress. San Francisco, CA: Jossey-Bass.
Mueller, W. J., & Kell, B. L. (1972). Coping with conflict: Supervising counselors and psychotherapists. Appleton-Century-Crofts.
Watkins, C. E., & Milne, D. (2014). The Wiley International Handbook of Clinical Supervision. In John Wiley & Sons, Ltd eBooks. https://doi.org/10.1002/9781118846360
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