Personal Philosophy of Supervision
Personal Philosophy of Supervision
Grand Canyon University
Developmental Supervision
EDA-551
Holbeck
May 12, 2014
Personal Philosophy of Supervision
I believe that each student is a person who needs a safe, caring, and stimulating environment in which they can grow emotionally, intellectually, physically, and socially. As a teacher it is my desire that each student reached their fullest potential in each of these areas by providing them a warm, safe, caring and cooperative environment in which they work and play in. As a future administrator the philosophy and the game changes quite a bit. As a supervisor you must know where you are going before you can ever get there. The main attraction of education is, “that it can help children and young people to develop skills for thinking critically, reflectively and reasonably”.(Biesta, 2011, p. 305)
As a supervisor my main objective will be to improve teacher instruction and effectiveness. By improving the teacher this will help improve the students within the school. As for the students I would like to see them grow academically, socially, and emotionally each and every school day while under my supervision. For this objective to be met I must keep revisiting my purpose. Every situation within a school is not the same. How these situations are handled can play a vital role in how the school responds to my supervision. This situation also is true for the staff. Each teacher has his or her own personality. Personalities can a will collide at some point in a supervisor career. Learning and knowing how to react and handle these situations will come with time and self-assessment. One example of this is inspecting what is happening within the school you are supervising for what is expected. When the district office sends a directive for staff to wear their sound field device for better instruction, then make sure the staff is wearing the device. By doing the right thing, one should not be
Grand Canyon University
Developmental Supervision
EDA-551
Holbeck
May 12, 2014
Personal Philosophy of Supervision
I believe that each student is a person who needs a safe, caring, and stimulating environment in which they can grow emotionally, intellectually, physically, and socially. As a teacher it is my desire that each student reached their fullest potential in each of these areas by providing them a warm, safe, caring and cooperative environment in which they work and play in. As a future administrator the philosophy and the game changes quite a bit. As a supervisor you must know where you are going before you can ever get there. The main attraction of education is, “that it can help children and young people to develop skills for thinking critically, reflectively and reasonably”.(Biesta, 2011, p. 305)
As a supervisor my main objective will be to improve teacher instruction and effectiveness. By improving the teacher this will help improve the students within the school. As for the students I would like to see them grow academically, socially, and emotionally each and every school day while under my supervision. For this objective to be met I must keep revisiting my purpose. Every situation within a school is not the same. How these situations are handled can play a vital role in how the school responds to my supervision. This situation also is true for the staff. Each teacher has his or her own personality. Personalities can a will collide at some point in a supervisor career. Learning and knowing how to react and handle these situations will come with time and self-assessment. One example of this is inspecting what is happening within the school you are supervising for what is expected. When the district office sends a directive for staff to wear their sound field device for better instruction, then make sure the staff is wearing the device. By doing the right thing, one should not be
References: Biesta, G. (2011). Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education. Retrieved from http://eds.a.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=5&sid=f78b1f99-75e3-4d1e-8446-171ed6739b55%40sessionmgr4003&hid=4208&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9h&AN=60826968 Biesta, G. (2012). Philosophy of Education for the Public Good: Five challenges and an agenda. Retrieved from http://eds.a.ebscohost.com.library.gcu.edu:2048/ehost/resultsadvanced?sid=f78b1f99-75e3-4d1e-8446-171ed6739b55%40sessionmgr4003&vid=4&hid=4208&bquery=philosophy+%22of%22+education&bdata=JmRiPWE5aCZjbGkwPUZUJmNsdjA9WSZjbGkxPVJWJmNsdjE9WSZ0eXBlPTEmc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d Winch, C. (2012). For philosophy of education in teacher education. Retrieved from http://eds.a.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=5&sid=f78b1f99-75e3-4d1e-8446-171ed6739b55%40sessionmgr4003&hid=4208&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9h&AN=77190529