Chapter Eight Directive Control Behaviors ISSUES OF DIRECTIVE

Chapter Eight: Directive Control Behaviors ISSUES OF DIRECTIVE CONTROL CRITICAL REFLECTIONS

Directive Control Supervisory Behaviors: �Directive Control Behaviors: 1) Presenting: Identifying the Problem "I understand there is a problem with. . . " 2) Clarifying: Asking teacher for input into the problem. . . "How do you see the problem? " 3) Listening: Understanding teacher's point of view and to underlying messages. Ex: Computers are a waste of time. . . I don't know how to use them. .

Directive Control Supervisory Behaviors: � 4) Problem Solving: Mentally determining best solution. Asking. . . "What can be done? " � 5) Directing: Telling expectations to the teacher. "I want to see the following. . . " � 6) Clarifying: Asking for teacher input into expectations. . . "How can I help you carry out the plan? " � 7) Standardizing: Detailing and modifying expectations. . . "I will arrange for you to. . . "

Directive Control Supervisory Behaviors: � 8) Reinforcing: Repeating and following up on expectations. . . " Tell me what it is you're going to do. " �What is Directive Control? �In what instances would you use it as a supervisory tool?

Directive Control Supervisory Behaviors: �Issues in Directive Control: �A history of overreliance on directive control. �Why? �Be up front and clear about supervisor's role: �(a) Supervisor directs teacher to make specific changes to improve performance. �(b) Supervisory takes responsibility for that decision.

Directive Control Supervisory Behaviors: �Issues in Directive Control: (cont. ) �Can create adversarial situation. �Why? �How is power used in the relationship? �Should be a measure of last resort. �Other measures usually better received w/ greater likelihood of positive results.

Directive Control Supervisory Behaviors: �When to use Directive Control Behaviors: � 1) When teachers are functioning at very low developmental levels. � 2) When teachers do not have awareness, knowledge, or inclination to act on an issue that a supervisor thinks is important. � 3) When teachers have no involvement and supervisors will be involved and totally accountable in carrying out decision.

Directive Control Supervisory Behaviors: �When to use directive control behaviors: � 4) When supervisor is committed to resolving the issue and the teachers are not or when decisions do not concern teachers, and they prefer supervisor to decide. � 5) When the supervisor does not have sufficient time to meet with teachers in an emergency.

Directive Control Supervisory Behaviors: �Moving from Directive Control toward Directive Informational Behaviors: �Focus on moving toward less directive behaviors. �Prolonged use of Directive Information will undermine teacher abilities to make their own decisions. �'Restricted Choice' -- is a good beginning step toward less directive control.

Directive Control Supervisory Behaviors: �Supervisor Reflections: �Are teacher developmental levels low enough and the situation critical enough to require DC behaviors? �What effects will the use of DC behaviors have on long-term relationships? �Will DC results in desired change? �How can I move away from DC in this situation?