The history of instructional supervision has been relatively
constant. From the days when the first colonists arrived and
established schools for their children until today instructional
supervision has consistently focused on the critical examination of
a teacher's classroom behavior with the assumption that supervising
individual teachers could significantly improve teaching and
learning throughout a school system. That assumption has proven to
be flawed. The author believes that the focus of instructional
supervision needs to shift off of individual teachers to focus on
transforming the organization design and functioning of entire
school systems. Instead of observing teachers working in their
classrooms a re-imagined instructional supervision process would
focus on transforming three sets of key system variables: Transform
the system's environmental relationships, transform the system's
core and support work processes, and transform the system's
internal social infrastructure. Supervising Knowledge Work
describes the salient features of a re-imagined supervision process
called Knowledge Work Supervision that is designed to transform
entire school systems.
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