1. JAMES E. RUTROUGH
Associate Profesior, Department of
Education, Virginia Polytechnic In.tihit., Bladnbwg
PUBLIC school supervision sions in terms of supplementary leader
generally is viewed as a staff function. ship for more penetrative development
The role of the public school supervisor in this particular area.1 This specialized
has been defined in various ways. Dur leadership may be provided through
ing the 1920s his role was much like certain administrative and supervisory
that of the supervisor in industry. He personnel attached to the staff of the
was viewed as an autocratic superior superintendent of schools.
who was charged with seeing that Although the personnel activity may
teachers would "stay in line." Concepts be the major responsibility of the direc
of the role of the educational supervisor tor of personnel, the supervisor and
have changed over the years as new other school employees have important
educational practices have been intro roles to play in this area of school ad
duced into the schools. ministration. The supervisor is in a key
Perhaps the basic factor that has af position to make valuable contributions
fected the emerging role of the public in enhancing the success of personnel
school supervisor has been the rising administration for the following rea
level of professional preparation of sons:
teachers. Today, the supervisor is 1. He is a professionally trained employee
viewed as being a friend, a co-worker, of the local school board.
a consultant and advisor to teachers. 2. He is a professional charged with de
He works with teachers as a team mem veloping promising professional relation
ber in providing the best possible pro ships with the teachers with whom he works.
gram of education for boys and girls. 3. He is in a position to influence directly
If the educational program is the fo the self-confidence, morale, and effectiveness
cal point of school personnel adminis of teachers.
tration, the superintendent of schools 4. In the modern sense, his role is seen
must assume definite responsibility for 1 James A. Van Zwoll. S
supplying a certain degree of leadership ew York: Appleton-Cen-
himself as well as making staff provi- tury-Crofta, 1964. Chapter I.
December 1967 249

2. as that of being a consultant, a helper, a appropriately carried out with the
friend and mutual confidant of the teacher.supervisor as a cooperating team mem
5. He is in the position of contributingber. The very nature of supervision in
to the objective that all school employees the modern school system lends itself
have the competencies needed for their to the support of personnel administra
respective jobs. tion in the following areas:
6. His work involves providing instruc
tional leadership to enhance quality educa 1. O eginning teachers and
tion in the school system. those new to the school system may
find their adaptation and adjustment to
The supervisor appears to be in a
the new situation eased as a result of
position to contribute to many of the
the work of the supervisor. Many pre
functions of school personnel adminis
liminary and presession orientation
tration.
programs are inadequate at best. Thus
Emerging Role personnel administration, and the
of the Supervisor school system in general, have an ob
ligation to conduct a continuing pro
Personnel administration is a rela gram of orientation as the school year
tively new development in the field of proceeds. The supervisor is called upon
school administration. As school dis to play a major role in this continuing
tricts become larger and more complex, program.
this phase of school administration Among the activities that may be in
becomes more important and more spe cluded in such a program, to which the
cialized. In recent years personnel ad supervisor can make excellent con
ministration, which was once the exclu tributions, are the following:
sive job of the superintendent of schools,
has become a partnership arrangement. 1. Arranging for new teachers to observe
demonstrations and teaching by experienced
The assistance of supervisors, princi teachers.
pals, committees of teachers, and others
2. Organizing workshops for beginning
is needed to cope with the personnel ac teachers and for new teachers that will pro
tivity in the modern school complex. vide for professional growth and the ex
The literature pertaining directly to change of ideas.
the role of the supervisor in personnel 3. Tours of the school system and the
administration is extremely limited. school community to enable new teachers
Apparently, few studies have been com to learn more about the community, its
pleted pertaining to the supervisor's school system, its goals, customs, and assets.
role in this area. It seems evident, from 4. Arranging social events to provide
a review of recent literature pertaining opportunities for new teachers to get ac
to the role of the supervisor in the quainted with colleagues, and to provide
modern school organization, that many for an element of recreation. This is also
opportunities exist for the supervisor to helpful in gaining the good will and coopera
make worthwhile contributions to the tion of the new employees.
personnel administration field. It ap 5. Helping new teachers to become famil
pears that many of the functions of iar with the job, and with its problems.
personnel administration may be more
December 1967 251

3. ) tive of an efficiently operating school
Much of the supervisory program is system. According to Lucio and Mc
concerned with continuing orientation Neil,9 the supervisor is generally re
activities for both new and experienced sponsible for six kinds of duties with
personnel.2 reference to in-service education:
As a specialist in human relations, the 1. He plans with individuals and groups
supervisor can smooth the path of to develop policies and programs in various
human interaction, ease communica academic fields.
tion, evoke personal devotion, and allay 2. He makes decisions, coordinates the
anxiety on the part of new teachers. 3 work of others, and gives directions.
Thus, valuable contributions are made 3. Through conferences and consultations,
in enhancing the job performance of he seeks to improve the quality of instruc
new employees, and in improving in tion.
struction. The supervisor is a logical 4. He participates directly in the formu
supplementary agent in exercising lation of objectives, selection of school ex
leadership in the development of a periences, preparation of teaching guides,
stimulating atmosphere free from ten and in the selection of instructional aids.
sion for the new employee.4 This is an 5. He gives and arranges for classroom
important contribution that relates to demonstrations of teaching methods, use
several of the principles of personnel of aids, and other direct help to classroom
administration. teachers.
ithin the 6. Through systematic surveys, experi
school system all supervision of per ments, and studies, he explores current con
ditions and recommends changes in prac
sonnel has the function of providing in- tice.
service education that relates to the
objective of promoting and maintain 3. M he most important single
ing competency.5 This is a basic objec factor in getting the best that a school
tive of school personnel administration. employee has to offer is how he feels
In teaching, it is imperative that the about his job, his associates on the job,
teacher keep up with the changes in his and the school system in which he is
teaching field. Regardless of how com employed.7 This is one of the principles
petent beginning teachers may be, the of personnel administration that relates
leadership of the school system has a to morale. Actually all personnel in the
responsibility to provide opportunities school system play roles in facilitating
for these teachers to continue their this process. Morale cannot be created
professional growth. This is an objec- or guaranteed, but the climate which
Van Zwoll, o p. 143-49 and 239.
favors its development can be created.
'William H. Lueio and John D. McNeil. Greer" states that one of the important
elements in supervision is the develop
ew York: McGraw-Hill Book Com ment of a stimulating atmosphere free
pany, Inc., 1962.
'Edith S. Greer. "Human Relations in Su
from tension. Therefore, the supervisor
pervision." E 2: 203-206; December " Lucio and McNeil, o . 26.
1961. ' Van Zwoll, o . 172.
Van Zwoll, o . 87. Greer, o . 204.
254 Educational Leadership

4. occupies a strategic position, as the 5. Motivating members of the organiza
friend and confidant of, as well as con tion to accept responsibility for self-de
sultant to the teacher, in helping to velopment and creativity.
create a climate conducive to develop 6. Dealing with personnel maladjustment,
ment of good morale. which is expressed in such forms as aggres
From a personnel administration sion or regression; thus minimizing the ten
point of view, it appears that the de sion and strain within the school system.
velopment and maintenance of morale 7. Motivating the teacher to establish
might be looked upon as developing and appropriate working relationships with his
colleagues, and to enhance his personal and
maintaining organizational health.9 In professional development.
reality this means taking action to im
8. Recommending changes in work assign
prove school employee-job relation ments, dealing with unsatisfactory superior-
ships. The supervisor can make excel subordinate relationships, and providing
lent use of his relationships with assistance to potential retirants.
teachers in bringing to the attention of
the personnel division those problems, In summary, personnel administra
issues, grievances, and injustices that tion must increasingly deal with the
need to be corrected to improve the complexities of human nature and its
working situation. implications for organizational be
havior. The supervisor has an impor
4. M tant role to play in assisting the per
mplicit in the concept of per sonnel division in coordinating the
sonal adjustment is the fact that the multiplicity of activities involved in its
satisfaction of individual needs is a con broad field of operation. The major
tinuous process. Supervision contributes concerns of the personnel division are
materially to the total administrative also areas of interest to the supervisor.
effort to satisfy both organization ex Supervision shares with personnel ad
pectations and the physical and psycho ministration the basic objectives of
logical needs of personnel. The super doing whatever is necessary to make
visor can contribute to the achievement sure that all who work within the
of these ends by: 10 school system have the competencies,
1. Providing assistance to members of the the will, and the working conditions
school organization in solving problems for providing the best program.
with which they are constantly confronted. It appears that the supervisor can
2. Helping the organization to decide make his most effective contributions to
whether the individual is capable of fulfill the personnel activity in the areas of
ing role expectations. orientation, in-service education, mo
3. Helping the organization to clarify the rale, and personal adjustment and mo
position requirements and the qualifications
necessary for successful performance. tivation. Contrary to the views held
by some authorities in the field of
4. Assisting in the selection process.
personnel administration, supervision
William B. Castetter. A is a dynamic, growing process that is
ew York: The
Macmillan Company, 1962. p. 80. occupying an increasingly important
"Castetter, o p. 65-66. role in public education. <Ǥ
December 1967

5. Copyright © 1967 by the Association for Supervision and Curriculum
Development. All rights reserved.