Supervising the Curriculum

Jonathan Schreier

Current Approaches to Supervising Curriculum

Farrell's Backwards Model- All learning begins in text, teacher's job is to engage and activate prior knowledge, readings of academic text should be the norm, master of text is necessary for success, writing creates thought, writing should be a means of communication, and rhetoric is as important as the concept.

Hunter's Essential Elements- oral instruction, permanent scaffolding, front loading prior knowledge.

"Developmental Supervision"- Theory by Glickman, Gordon, and Ross-Gordon aiming to help teachers grow in the classroom by offering direct assistance, in-service education, collaboration, and action research.

"Cognitive Coaching"- Approach by Costa and Garmston that creates a trusting relationship, restructure teacher thinking, and develop teacher autonomy.

Role of Supervisor

A curriculum supervisor should know how to write and direct curriculum, as well as being able to finding supporting materials to help other teachers successfully implement the curriculum into their respective classrooms.



How supervisors are effective

Effective supervisors should focus on motivating teachers so they invest in themselves and their work to obtain goals, rewards and returns. This will help build confidence, assisting in developing lesson plans, and providing new learning programs.

Supervising the Supported Curriculum

How to apply curriculum supervision

-Develop a board policy of adiministrative procedures

-Appoint textbook adoption committee (distance learning as well)

-Prepare committee in adoption process and monitor implementation

-Provide resources

-Determine how teachers will use materials

-Determine how teachers will allocate space

-Develop a focused and weighted criteria for selection, based on research

-ID 5 texts

-Teacher input

-Select the best text

Develop Contract with publisher

-Train teachers

-Monitor use of text