Supervision

Supervision

Final Paper

Leave it to a physical education teacher to say this, but, being a school administrator is based on teamwork, no one individual can run an entire school. To me, the idea of creating a collaborative culture simply means getting your staff, students, parents and community on board with your philosophy. Since the buck stops with the principal, it is important for his/her staff to be on the same page. In order for a principal to foster this kind of environment, they would have to utilize a variety of supervisory styles and techniques. The most important leadership characteristics designed to achieve this goal are:

1. Determining who your key people are on all levels within the organization

2. Being approachable

3. Establishing and maintaining credibility by:

a. Following through

b. Setting the example

I am learning some of the interesting realities of being an administrator this year. Although I am not supervising a particular group within the building, I have come to realize that there is a line between administrators and teachers. As a dean in a new school I entered with a few ideas of my own on how to improve the building. Early on in the year, my colleagues and myself decided try to implement some changes. We met with strong resistance from the teachers union on some of our ideas. Although we were able to see the benefits of these changes, some of the teachers did not. One major change we decided should be made was to eliminate the current homeroom format (in between first and second period) and attach an extra 10 minutes on to the end of first period. This move would eliminate a hallway transition and allow for more accurate daily attendance by attaching it to the first period. What we decided to do was speak to a few teachers that we knew we could trust and who may have some influence over larger portions of the staff. We gave this small group our sales pitch and explained that the only thing holding us up was the belief on behalf of the superintendent that the teachers union would grieve the change. This core group of influential teachers agreed with us and we determined that the best way to implement this idea would be to have the teachers make the proposal, eliminating the threat of a grievance, therefore clearing the way for our plan. The strategy worked, and the homeroom change will take place in September. The only reason we were successful was that we identified some influential members of our staff who were on board with our idea and were able to get the rest of the staff on the same page.

I think that this strategy is the best way to go about implementing a change that will affect a large mass of people. By utilizing this core group, and bringing them on board from the outset, they can take ownership of the idea, and when the change is implemented, will work hard to make sure that there is a smooth transition. When the staff knows that they are a part of the decision making process, they will be more likely to give a solid effort to see that "their" idea works.

To gain insight into my staffs knowledge and concerns, and to have any kind of rapport with them, I need to be approachable. Any member of the school community needs to know that they can speak with me, whether it is a tenured teacher, a school aide, a student, or a parent. If an individual in my building thinks that something is not being handled properly, or has an idea for a change, they need to understand that they can and will be heard. Does this mean that everyone can just stop by at all hours of the day, come into the office and unload whatever they've been thinking about? No. However, the office door should be opened, and if I am unable to sit down with the person right away, I can tell them when to come back or let them know that they can make an appointment so that I can sit with them and give them my undivided attention. There are administrators whom I have worked with that never would acknowledge the presence of a teacher, secretary, cafeteria worker, etcÐ'... These administrators clearly believed in a top down policy of administration, and did not value any input. Any time a new policy would be implemented, the staff would fight it. Had these administrators been approachable, they may have been able to identify some of their key people in the building and been able to get people on board with their ideas, thereby having an easier time getting things done.

Once my staff is comfortable enough to approach me with ideas and concerns, I must then begin to establish and later reinforce my credibility. When I make the decision to do something, it is critical that I follow through. Once I state that I will address a situation, I must make sure that I do. If your staff is to continue coming to you, they need to know that their concerns will be addressed and that you are not all talk. What I have been working on in my school is using any resources that I have, (i.e., note pads, bulletin board, palm pilot, etcÐ'...) to keep track of the things that I need to get done. If I am able to check off items that I have completed, I have a better chance of at least making sure that I am following up on everything that I need to. When my staff sees the proof that I follow up on my statements, they will continue to come to me when they see things that can be changed for the better.

The last attribute that I feel is critical to supervision is setting an example. As the school leader, it is critical that people on all levels (administrators, teachers, paras, parents, students, etcÐ'...) see me as an individual who practices what I preach. If I want staff and students to be in the building on time, then I must get there early and greet them as they enter. If teachers arrive to work on time and see that I am always late, I lose my credibility, with them. How can I reprimand someone for being late if I am late? How can