Chapter One and Two
Sally Zepeda’s book focuses on Instructional Supervision in order to promote professional growth and development of confident educators based on the reflective process of instructional supervision. Throughout the book, I found several learnings that stood out based on my future as administrator or educational coach/mentor. As administrator my goal is to develop a “shared vision and set values [of ] supervision, professional development, evaluation, and other learning opportunities” that are aligned to the school culture (Zepeda, pg. 17). In addition, the importance of school positive school culture develops the ability to create a successful professional collaboration, which includes instructional supervision. On page four, Leonard (2002) states “evidenced when teachers and administrators share their knowledge, contribute ideas and develop plans for the purpose of achieving educational and organizational goals” for teacher effectiveness to enhance student learning. As a result, as a leader in education, my goal will be to maintain positive school culture with trust and professional development to support teachers. Furthermore, in order to support teacher effectiveness and growth, I would like to provide differentiated supervision. Zepeda states “ differentiated supervisory approaches allow supervisors to concentrate on teachers who need their time” to refine their teaching practices and improve instruction (pg. 50). Ultimately, the goal of instructional supervision is to guide teachers on how to develop attainable learning goals to better meet the needs of the diverse students.