Directive
Control
When to use it:
v
Teachers are functioning at a very low developmental level
v
Teachers lack the awareness, knowledge or insight to problem solve
v
Time is not of the essence and action needs to be taken quickly
Role of the Supervisor at this Phase:
v
Supervisor is to identify the problem
v
Supervisor comes up with the solution
v
Supervisor is completely responsible for resolving the issue and the teachers are not.
Where to go from Direct Control?
The supervisor should beginning to shift
from a directive control to a directive informational approach as soon as possible.
This can be done by:
v
Giving the teacher or group of teachers intensive support
v
Giving the teacher or group limited opportunities to make decisions and assume responsibility
on their own through restricted choice.
Direct
Informational
When to use it:
v
Teachers are functioning at a fairly low developmental level
v
Teachers are at a loss, confused or are inexperienced about an issue
v
The teacher feels and believes that the supervisor is credible and will accept the advice and
suggestions given
v
When time is short and quick actions need to be taken
Role of the Supervisor:
v
Identify the goal with the teacher
v
Identify the teacher’s point of view of the situation
v
Mentally come up with solutions meanwhile have the teacher come up with solutions
v
Frame a final choice for the teacher with a detailed action plan to be taken
v
Reinforce by suggesting a follow up plan
Where to go from Direct Informational?
In direct informational the supervisor
still assumes the primary decision making solution but the teacher is given some choice.
This process lends itself to falling into the collaborative approach which is where the teacher and supervisor share
the decision making responsibility equally. This can be done by:
v
The supervisor suggests an improvement goal
v
The supervisor asks the teacher to suggest one or two activities for moving towards this goal
v
Suggesting a detailed action plan incorporating some of the teachers
