Developmental Supervision: Directive Control and Directive Informational

Is it wise for a supervisor to respond to every teacher in the same way? Developmental supervision theories find that applying a variety of approaches is more effective because each teacher is an individual. Therefore, responding to each teacher in the same way is not wise. Some teachers are new to the profession or to the school; some are tenured, and some are not; and others may be veterans. A one-size-fits-all approach to supervision is disrespectful to teachers. Developmental supervision suggests that school leaders base their supervisory approach on the teacher’s level of development, expertise, and commitment to the nature of the situation.

This resource provides instruction for users to:

• Describe the role of an education leader in the professional development and growth of teachers
• Determine teaching styles and opportunities
• Differentiate between Directive Control and Directive Informational approaches to Developmental Supervision
• Outline the processes involved in developing teachers
• Determine a teacher's level of growth as a novice, experienced, and veteran, and related developmental needs
• Determine strategies for communicating and supporting a teacher's growth, providing motivation and surmounting barriers
• Respond to specific teaching styles and opportunities for growth with the appropriate developmental strategy