From my perspective, the experiences and demands in supervision practices vary significantly between teachers and school administrators due to their distinct roles and responsibilities.

For Teachers:

• Experiences: Teachers are typically on the receiving end of supervision. They experience supervision in the form of classroom observations, feedback sessions, and performance evaluations. This can often be a source of professional growth but may also bring pressure and stress, especially if the supervision is perceived as overly critical or not constructive.
• Demands: Teachers generally expect supervision to be supportive, constructive, and tailored to their individual teaching styles and classroom needs. They seek recognition of their strengths and constructive feedback on areas for improvement.

For School Administrators:

• Experiences: Administrators often assume the role of supervisors. Their experience involves designing and implementing supervision policies, conducting evaluations, and providing feedback to teachers. They need to balance administrative duties with the need to support and develop teacher capabilities.
• Demands: Administrators are expected to have a broad understanding of educational best practices and the ability to assess teaching effectiveness. They face the challenge of providing effective supervision that fosters professional growth while also ensuring educational standards are met.

The key to successful supervision in an educational setting is a collaborative approach where both teachers and administrators understand and respect each other's perspectives. Effective communication, mutual respect, and a shared goal of improving student outcomes are essential components of this relationship.

I hope these insights are helpful to your study. Please feel free to reach out if you have further questions or need more detailed information.

Best regards,

Differences in Experiences and Demands of Supervision Practices: Teachers vs. Administrators

Although they both supervise students, teachers and school administrators may not always have the same experiences or expectations. Below is a summary of the main distinctions:

Experiences

Teachers:

• More emphasis on monitoring in the classroom, keeping an eye on particular lessons, giving prompt feedback, and assisting with professional growth on an individual basis.
• Frequently perceive supervision as judgmental and evaluative, and they feel under pressure to meet expectations.
• May feel powerless to influence the methods and timelines used for supervision.

Administrators:

• Taking a more comprehensive approach, concentrate on overseeing the entire school, evaluating the general caliber of instruction, curriculum execution, and school atmosphere.
• Frequently oversee several supervisees and conflicting priorities, which creates time limits and the possibility of cursory observations.
• May find it challenging to give each client individualized attention because of their increased supervisory obligations.

Demands:

Teachers:

• Want regular, helpful feedback that focuses on particular areas that need work.
• Make an effort to build cooperative and pleasant relationships with supervisors who may provide mentorship and helpful advice.
• Respect openness and justice in the supervisory process, together with opportunity for communication and well-defined expectations.

Administrators:

• It is necessary to promote professional development and guarantee adherence to district policies and standards.
• Demand that the few hours of supervision be used wisely and effectively to cover a variety of instructors and classrooms.
• To guide feedback and encourage instructional progress throughout the school, look for data-driven evidence.

Additional Considerations:

• Subject area specialization: Instructors in particular fields may require extra supervision in light of their pedagogical and content-area expertise.
• Grade level differences: Teachers at elementary, middle, and high schools may encounter distinct difficulties and need specialized methods of supervision.
• Experience level: While seasoned educators may value independence and self-directed professional development opportunities, new instructors frequently benefit from more regular and structured supervision.

Bridging the Gap::

Cooperation and effective communication are essential to meeting the varying needs and experiences of supervision. Here are a few strategies to close the gap:

Encourage open communication: To address goals, issues, and concerns related to supervision, administrators and instructors should have frequent, two-way conversations.

Shared ownership: Allow educators to plan and carry out professional development-enhancing supervision techniques.

Data-driven approach: Use information from student evaluations, classroom observations, and other sources to inform individualized coaching and feedback.

Put an emphasis on cooperation: Creating an environment of trust and cooperation where educators and administrators cooperate to enhance instruction for every student.

Schools may establish a more productive and encouraging supervision climate that helps administrators and teachers alike by acknowledging these disparities and actively attempting to close them. This will eventually improve student results.

WITH BEST REGARDS

Teachers and school administrators often have distinct perspectives on supervision practices. Teachers typically seek support and constructive feedback to enhance their instructional methods, focusing on professional growth and student outcomes. Administrators, on the other hand, may prioritize overall school effectiveness, compliance with policies, and systemic improvements. Balancing these perspectives is crucial for fostering a collaborative and effective educational environment.

Dear Jan

I will share with you my point of view

The teacher looks at the submitted work with a (sharp critical eye)

The student looks at their teacher with the eyes of a (godfather)

The truth both are right, but both parties must lower their expectations to obtain better and more realistic results

The thing that made it easier for me to write my master’s thesis was that I read the university requirements booklet before starting, and I was fully aware of what the university needed.

Then I read previous studies by my supervisor, and I understood his way of thinking and working

Then I started my work

I hope my answer is clear. Good luck always, my dear

En la investigación sobre Gobernanza de las tensiones en un proyecto académico universitario, di tratamiento a este tema, a partir del concepto de acomplamiento organizacional, es decir, identifiqué a través de dos instrumentos, aplicados con comunidad académica, cuales elementos generaban mayor o menor nivel de tensión, y cuáles se acoplaban más que otros. Con ello, los temas de control y supervisión, para el caso de Colombia, en la educación superior, representan un factor sensible, usualmente con elementos normativos muy acoplados, pero en la relación directa con el superior o jefe la situación cambia, convirtiendose en un elemento flojamente acoplado.

En la revisión de literatura encontre variados documentos referidos no sólo a la educación superior, sino también a la educación básica, primaria y secundaria, donde el rasgo de supervisión se presenta sensible, mostrando cambios en el comportamiento de supervisores y supervisados.