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Medieval Latin Origins
Educational superivisors were school masters that were frequently referred to as "Inspectors". Their responsibilities were to maintain existing standards of instruction, inspect school facilities, and maintain strict control of the school. -
Early 19th Century "Ward Boards" Educational Supervisors
Early 19th Century- Local Lay Trustees called "Ward Boards” were educational supervisors. They were not professionally trained. Their responsibilities included inspecting one room school houses for the maintenance of standards. -
Formal supervision by education administrators.
Formal supervision by educational administrators within system of schools happened during the common school movement. -
Late 19th Century- Streamlined Schools with Superintendents as supervisors.
Late 19th Century: Schools transformed into streamlined, central administrative bureaucracies with superintendents as the supervisors in charge. The superintendent's responsibilities included visiting schools to conduct inspections based on intuition rather than technical or scientific knowledge. -
Early Twentieth Century- Building Principals
Building Principals were assigned to supervise day to day classroom activities. In addition, the building principals had two supervisors under him to assist with superivision. Special Supervisor: Typically were female supervisors that trained less experienced teachers to become a master within a subject area. The general supervisor, typically a male, was referred to as the assitant principal who was responsible for attendance, data of teacher evaluations, and coordinating school events. -
Democratic Methods in Supervision
Democratic methods in supervision implied that educators, including teachers, curriculum specialists, and supervisors, would cooperate to improve instruction rather than maintain instruction. Philosophy embraced inviting the teacher as part of the development of classes. -
Scientific Supervision
The supervisor should first formulate objectives, followed
by measurement surveys to determine the instructional status of schools. Probable causes of poor work should be explored through the use of tests, rating scales, and observational instruments. -
Supervision Changes to Leadership
The idea that supervisors need to take on a leadership role was embraced. Supervisors need to extend democracy in furthering relationships with teachers.
Result: Mutually accepted goals, cooperative and democratic methods of supervision, improving classroom instruction, promoting research to educational problems, and promoting
professional leadership. -
Clinical Supervision
Clinical Supervision surfaced because Leadership Supervision was deemed to be too ambiguous. Clinical Supervision focuses on improving teaching through a prescribed, formal process of collaboration between teacher and supervisor. Result: To improve instruction and promote pupil learning,
instructional leadership, and democratic practices
remained as prominent goals -
Period: to
Historical Perspective on Supervision: 1700- Present
This timeline reflects a summary of the historical perspectives of supervision as documented in Supervision That Improves Teaching and Learning by Susan Sullivan and Jeffrey Glanz (2009). The dates reflected in this timeline are too specific because timetoast requires specific dates. The years reported are accurate. -
Supervisors serve as Change Agents
Supervisors become Transformational Leaders that empower teachers to become more active participants with decision making processes in schools. Supervisors are referred to as Instructional Leaders. -
Standards Based Supervision 1990 to Present
Standards Based Supervision requires school principals and assistant principals to address prescribed core curriculum standards, promote teaching to the standards, and ensure higher student academic performance on standardized tests.
