Supervision's primary task: Synthesizing professional development to meet individual teacher needs and attain school organizational goals

Abstract

This chapter views the leadership function of instructional supervision through three lenses: organizational improvement, teacher development, and student growth and achievement. This chapter argues that quality supervision is a product of the principal developing and maintaining a trifocal view of (a) improving the school as an organization by (b) developing teacher capacity to (c) address the growth and achievement needs of students. Failure to adequately address any of these three areas leads to inadequate and unproductive supervisory behavior. Conversely, principals who develop this trifocal approach facilitate a synergistic system that enables the school, its faculty, and its students to grow.

Citation

Earl Lucas, S. (2002), "Supervision's primary task: Synthesizing professional development to meet individual teacher needs and attain school organizational goals", Hunter, R.C. and Brown, F. (Ed.) Challenges of Urban Education and Efficacy of School Reform (Advances in Educational Administration, Vol. 6), Emerald Group Publishing Limited, Leeds, pp. 165-186. https://doi.org/10.1016/S1479-3660(03)80013-6