Chapter Six: Supervisory
Behavior Continuum: Know
Thyself
Valid Self-Assessment
Johari Window
Cognitive Dissonance
Self-Perceptions
Case Study 1
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Teacher 1: Natalie Newbie
Supervisory conference after observation.
Natalie has three students who are creating
major behavioral disturbances in her class.
Your purpose is to help her with student
discipline.
Her purpose is to feel competent in her
position, so she debates with you as you
make suggestions.
Case Study 2:
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Teacher 2: Football Frank
Supervisory conference after observation.
Frank’s Social Studies class has gotten out
of control. He leaves his student teacher
without supervision while he coaches.
Your Purpose: To ensure good instruction.
Frank’s Purpose: To focus on coaching.
Case Study 3
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Teacher 3: Preoccupied Pandora
Supervisory conference after observation
Pandora’s usual excellent teaching behavior
has changed. She is late and unprepared.
Her personal life has changed recently.
Your purpose: Teacher support, excellent
instruction.
Pandora’s Purpose: To stay afloat.
Supervisory Behaviors:
Purposeful Supervision:
 Listening:
Supervisor
looks at speaker,
giving feedback
to indicate
understanding.
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(Glickman, 1981, 2002)
Supervisory Behaviors:
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Clarifying: Supervisor asks questions and
makes statements to clarify speaker's point
of view.
Supervisory Behaviors:
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Encouraging: Supervisor acknowledges
responses that
encourage
speaker to
continue.
Supervisory Behaviors:
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Reflecting: Supervisor summarizes and
paraphrases the speaker's message.
Supervisory Behaviors:
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Presenting: Supervisor gives his or her own
ideas about the issues being discussed.
Supervisory Behavior:
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Problem-Solving: Supervisor takes the
initiative to generate a list of possible
solutions.
Supervisory Behaviors:
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Negotiating: Supervisor moves the
discussion from possible to probably
solutions by discussing consequences.
Supervisory Behaviors:
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Directing: Supervisor tells the participant(s)
what the choices are.
.
Supervisory Behaviors:
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Standardizing: Supervisor sets the expected
criteria and time for decision to be
implemented. Target objectives are set.
Expectations conveyed.
Supervisory Behaviors:
Outcomes of Conference:
 Nondirective: Teacher self-plan.
 Collaborative: Mutual Plan
 Directive Informational:
Supervisor-suggested plan.
 Directive Control: Supervisor-assigned plan.
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Supervisory Behaviors:
Johari Window
Johari
Window
Public
Self
Blind
Self
Private
Self
Unknown
Self
Known: Teachers
Known: Supervisor
Known: Teachers
N/Known: Supervisor
Known: Supervisor
N/Known: Teachers
N/Known: Supervisor
N/Known: Teachers
Johari Window
Public Self:
Known to teachers
Known to supervisor
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Johari Window
Blind Self:
Known to teachers
Not known to
supervisor.
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Johairi Window:
Private Self:
Not known to teachers
Known to supervisor
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Johari Window
Unknown Self:
Not known to
teachers.
Not known to
supervisor.
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Supervisory Behaviors:
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Cognitive Dissonance:
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Contradictory psychological evidence creates
cognitive dissonance.
(Festinger, 1957)
Perceptions don't match
contradictory evidence.
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Supervisory Behaviors:
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Dismiss source of contrary evidence
Supervisory Behaviors:
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Change self-perception to conform to
evidence
Supervisory Behaviors:
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Create
behavioral change.