Philosophy of Supervision

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Running Head: PERSONAL PHILOSOPHY OF EDUCATION

Personal Philosophy of Supervision
Andrea Byars
EDA 551 Supervision and Instructional Leadership
Grand Canyon University
December 15, 2010

Personal Philosophy of Supervision
Jean Jacques Rousseau once made the statement that, “Plants are shaped by cultivation and men by education. ... We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we need judgment. Everything we do not have at our birth and which we need when we are grown is given us by education”. This statement makes it clear that it is imperative that students be taught how to think and speak in a proper manner so that they will be able to rationalize truths for themselves; thus meaning that administrators need to believe in, value, and be committed to the educability of all.
Why then, is it important for an educational leader to have a personal philosophy regarding supervision? Establishing values and beliefs is essential to a person becoming an effective leader. Buddha once said, “Believe nothing, no matter where you read it, or who said it, no matter if I have said it, unless it agrees with your own reason and your own common sense” (53 BC -483 BC). Glickman, Gordon, and Ross-Gordon, wrote “…a supervisor’s actions in working with teachers are based on supervisory beliefs, which in turn reflect a broader educational philosophy” (pg. 96). This means that the fundamental purpose of a leader’s supervisory stance is to guide and assist teachers with the task of accomplishing the objective of the school based on his or her educational viewpoint. Cohesiveness is detrimental for a school’s triumphant existence. Therefore, it is paramount that an administrator develops interpersonal skills, which will ultimately foster effective communication between his or her office and school stakeholders.
In the…...

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