Correlations between Staff Selection and Supervision

By (Betsy) Elizabeth Compton

Dallas Baptist University

EDAD 6313:

Supervision of Instruction

Summer 2015

Staff selection is one of the most important duties of school

administrators. They must find the right balance of qualified teachers and
support staff to uphold the mission and vision of the school and help the
students succeed. Once selected, these new employees must be supervised
in ways that help them and their students grow and learn best. New
teachers to any district bring with them a wealth of educational knowledge
and varying levels of experience. This journal topical review strives to prove
that selecting staff with previous teaching experience can enhance the
overall performance of the school and that providing clear expectations for
supervision is necessary to continue successful performance.
In the article, Choosing and Judging Teachers: What Heads and
Student Teachers Think Matters, Newton and Newton seek to compare and
analyze the attributes and skills needed to obtain a teaching position from
the views of student teachers and experienced, mentor teachers, and the
attributes and skills needed to be considered an effective teacher by both
groups. At first glance, many of the requirements listed by student teachers
and experienced teachers are the same, however, their research shows that
the attributes are viewed differently by administrator/mentor teachers and
student teachers, and even among administrators themselves. For example,
like the student[s] [teachers], the head teachers identified items to do with
activation as most important (Ability to motivate children, mean score 8.81,
and Ability to involve children, mean score 8.80). Classroom control and
Discipline skills (associated with discipline), however, appeared higher in

their list and closer together (Newton 58). This research proves that
teachers with varying levels of experience have different priorities in the
classroom. One can assume, based on the research by Newton and Newton,
that there could be a difference in student learning between new and
veteran teachers due to the different expectations and priorities they focus
on in the classroom. Therefore, it is advantageous to select motivated staff
with prior experience when possible. Highly motivated, self-driven teachers
are autonomous, explorative, and creative (Glickman 152). These
experienced and effective teachers are more likely to be able to utilize a nondirective approach to supervision, leaving them feeling supported to run
their own classrooms.
Another article analyzing staff selection is Secondary Teachers
Assessment Literacy: Does Classroom Experience Make a Difference?
Although the Newtons research references assessment, this article views
staff selection entirely through the scope of assessment. The purposes of
the research presented in the article, were to measure and describe the
relative levels of assessment literacy for both pre-service and in-service
teachers at the secondary level,
and to statistically compare the relative levels of assessment literacy for
these two groups (Mertler 54). Mertlers research shows the relationship
between classroom assessments and student performance on standardized
tests reveals that improving the quality of classroom assessments can
increase average scores on large-scale assessments as much as 3/4 of a SD

(as much as four grade equivalents or 15-20 percentile points), representing

a huge potential (Mertler 50). Clearly, the implications for staff selection
are that administrators must choose teachers whom understand how to build
quality classroom assessments or offer training to develop that skill in those
who dont. Different supervisory approaches may work best for different
teachers. A teacher with great classroom management skills may still need
help in developing quality assessments. The important thing is to foster
development through tailored supervision; for example, Another method [to
foster growth] is to assign teachers to decision-making teams or learning
groups in which most of the other members are functioning at slightly higher
developmental levels (Glickman 157). With carefully selected staff, this
method could easily be used to develop quality campus wide or district wide
assessments, providing better indicators of learning and benchmarks for
overall success.
Of course, it is understood that regardless of the statistics, there may
be brand new teachers with excellent skills for effective teaching and
knowledge of building meaningful classroom assessments and experienced
teachers whom do not have or do not utilize those needed skills, however,
for the purposes of this report, it is assumed gained experience equals
gained skills and knowledge utilized in the classroom. To help with
supervision and professional development, beginning teachers could be
paired with a more experienced teacher to create a mentor/mentee
relationship, fostering skills needed. Educational Aides could also be utilized

to help beginning teachers in the classroom, cover classes for teachers who
need time to pull out for further instruction, and cover classes for more
experienced teachers so they can observe and help their mentees. By hiring
new teachers with previous experience and setting up strong mentor/mentee
relationships for teachers new to the field, the administration of any school
sets up a staff culture that values the teachers ability to engage student
learners and create quality class assessments.
This important, but often overlooked step, of fostering mentor/mentee
relationships, including training and clear expectations for supervision is
discussed in High School Department Chairs: Perspectives on Instructional
Supervision. The authors present research from three case studies within
one high school. The three cases turned out very differently, which showed
the need for clear, documented requirements for supervision. None of the
department chairs were given any training from the principal or district level
staff over supervision and as a result, each formulated their own priorities
and process and devoted very little time to supervision. Ultimately, The
department chairs experienced conflict because they recognized that
supervision was important, and that they needed to differentiate supervision
based on the needs of individual teachers (Zepeda 52). They all three
recognized the need for more formal and informal classroom observations
and interactions with the teachers and thought the school could be improved
with more personalized supervision approaches. The studys findings
indicated that instructional supervision was to a degree differentiated to

support teacher development. Thus, knowing teachers as individuals allowed

them to structure their supervisory practices according to the needs of the
teacher being supervised (Zepeda 53). If this was focused on more, it is
assumed there could be even more success within the classroom and the
school as a whole. Although these case studies were performed within one
high school, the authors point out that lack of personalized supervision and
training for mentors/supervising teachers is an issue throughout schools
across America and these case studies should further prove the necessity of
clear expectations.
In conclusion, the three articles mentioned in this journal topical review
support the idea that selecting staff with previous teaching experience can
enhance the overall performance of the school and that providing clear
expectations for supervision is necessary to continue successful
performance. Staff selection is an ongoing yearly process. When possible,
research shows teachers with previous experience perform higher and have
higher student success rates. Pairing new and experienced teachers in
strong mentor/mentee relationships and personalized supervision are pivotal
to the overall success of new hires. It is unlikely that any school could ever
go a long period of time without a brand new teacher, however, and
regardless of the capabilities of thus, clear expectations for supervision
should be established to help further the vision and mission of the school and
enhance student learning.

References:
Glickman, C.D., Gordon, S.P., & Ross-Gordon, J.M. (2001). SuperVision and
Instructional Leadership: A Developmental Approach. 5th Edition, Boston, MA:
Pearson.

Mertler, C. (2004). Secondary Teachers Assessment Literacy: Does

Classroom Experience Make a Difference? American Secondary Education.
Fall 2004, Vol. 33, Issue 1, pages 49-64.

Newton D., & Newton, L. (2001). Choosing and Judging Teachers: What
Heads and Student Teachers Think Matters, Research in Education.
November 2001, Issue 66, pages 54-65.

Zepada, S., Kruskamp, B. (2007). High School Department Chairs:

Perspectives on Instructional Supervision, High School Journal. April/May
2007, Vol. 90, Issue 4, pages 44-54.