AN INDIVIDUALIZED PROGRAM OF SUPERVISION FOR TEACHERS OF THE LEARNING DISABLED
The central question in this study was as follows: How could a system of supervision be developed that was tailored to produce maximum benefit for teachers of the learning disabled? The study involved an action research project conducted at a private elementary school for students with learning disabilities. An individualized program of supervision was developed which reflected the belief that each teacher has a unique set of strengths and weaknesses, preferences and needs. The program was based on the literature of supervision and adult learning and on an analysis of the setting and participants. Input from teachers, supervisors, and administrators was also incorporated in the solution. The study reports on the processes used and the results achieved in designing, implementing, and evaluating the individualized program of supervison. First a needs assessment was conducted. Supervisors were trained. A pre-summer workshop was held for teachers The supervisory program itself was instituted during the summer session of 1981. Nineteen teachers and five supervisors participated. The program was evaluated both formatively and summatively. In addition, three self-instructional packets for teachers of the learning disabled were written and disseminated. These booklets were later assessed by the teachers and by external evaluators. On the whole, the individualized program of supervision was favorably received. Both teachers and supervisors felt that instruction had improved as a result of supervision. Most teachers felt their supervisors were helpful and had individualized to meet their needs. One group of experienced teachers, however, was dissatisfied with supervision; their supervisors had apparently imposed a plan of supervision on them and had failed to consider their preferences. The conclusions of the study suggest that teachers do vary in their competencies, experiences, attitudes, concerns, and preferences. It is unlikely that a single approach to supervision will effectively meet the needs of all teachers in a given organization. An individualized program may be a more viable method of supervising teachers. In this study, teachers whose supervisors individualized appropriately appeared to value supervision and to improve their performance. A failure to individualize, on the other hand, resulted in negative attitudes and resistance to supervision.
BECK, JUDITH S, "AN INDIVIDUALIZED PROGRAM OF SUPERVISION FOR TEACHERS OF THE LEARNING DISABLED" (1982). Dissertations available from ProQuest. AAI8227256.