Does the Principals’ Model of Supervision Improve Instruction in the Classroom?

Jill KarpJuli MulcahyDowling College

Purpose of the Study

To determine the relationship among two supervisory models (developmental, clinical), two supervisory strategies (peer coaching, professional growth plan) and instructional improvement. This study also examined the influence of the principal’s supervisory model and strategies on instructional improvement in the classroom.

Research Questions

• What is the relationship among the two models of supervision (developmental, clinical), two supervisory strategies (peer coaching, professional growth plan) and instructional improvement in the classroom?

• How does a principals’ supervisory model and strategies influence instructional improvement in the classroom?

Independent Variables

Clinical SupervisionClinical supervision includes a pre-observation conference between the administrator and teacher, a scheduled classroom observation where the principal annotates what he/she has observed and a post-observation conference during which the teacher and supervisor discuss what occurred in the classroom (Kramer, p. 7-8, 2007).

Independent VariablesDevelopmental Supervision

A “diagnostic phase when the principal analyzes the teacher’s developmental stage and chooses an appropriate model of supervision, a tactical phase during which the principal works with the teacher utilizing the appropriate model of supervision to solve problems and improve classroom instruction, and a strategic phase when the principal adjusts his/her mode of supervision based upon the growth of the teacher” (Kramer, 2007, p. 8).

Independent Variables• Peer Coaching

“the pairing of teachers to observe each others’ lessons, collaboratively reflect upon instruction, and offer feedback regarding improvement of instruction” (Kramer, 2007, p. 8).

• Professional Growth PlanA professional growth plan involves teachers writing goals for their professional growth and the steps that will be taken to reach these goals. Teachers may work collaboratively with peers and/or supervisors when writing their goals (Kramer, 2007).

Data Sources

• Elementary Teacher Perceptions of the Effectiveness of Instructional Supervision – (Kramer, 2007)

• 96 teachers, 37 elementary schools, Westchester, NY

• 3-part surveySupervisory Behavior Chart-supervision styles-perceptions of supervision-2 open-ended questions

Results

• Correlation coefficients were computed among five variables

• 7 out of 10 correlations were significant

• Clinical model only had a weak correlation with the developmental model

• The developmental model had a moderately strong relationship on teacher improvement

• A path analysis was conducted to determine influences on instructional improvement

• The developmental model had the most influence on instructional improvement

Clinical DevelopmentalPeer

CoachingProfessional Growth Plan

Clinical Pearson Correlation

Sig. (2-tailed)

Developmental Pearson Correlation

.278(**)

Sig. (2-tailed) .008

Peer Coaching

Pearson Correlation

.147 .393(**)

Sig. (2-tailed) .166 .000

Professional Growth Plan

Pearson Correlation

.141 .393(**) .082

Sig. (2-tailed) .185 .000 .443

Instructional Improvement

Pearson Correlation

.288(**) .491(**) .311(**) .318(**)

Sig. (2-tailed) .008 .000 .004 .003

Table 1: Relationships between Supervision Models and Instructional Improvement (n=96)

r =.28

R2=.26

Improvement

Clinical

Peer Coaching

Growth Plan

β=.18

other

R2 =.29

Developmental

error

β=.46

β=.37

r =.09

r =.14

β=.37

r =.15

Figure 1: Structural Equation Model (SEM): Interrelationship of Variables on Instructional Improvement and the Developmental Model.

Discussion• The clinical model does not affect teacher

instructional improvement alone.

• The variables peer-coaching and professional growth plan does not influence instructional improvement alone.

• The developmental model does have an impact on instructional improvement.

• When the clinical model is used along with developmental model it impacts instructional improvement.

• When peer coaching and professional growth plan is part of the developmental model it impacts instructional improvement.