Instructional Leadership skills, Part 3

Instructional Leadership Skills, Part 3
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Instructional Leadership Skills, Part 3
Three challenges to and benefits of collaboration
The key benefits of collaboration include the following: innovation: it is noteworthy that team collaboration basically provides several viewpoints for problem solving and innovation. When these dissimilar viewpoints are leveraged in validating ideas and proposing solutions, problem solving is taken to the highest level. An individual who works alone cannot expect to identify flaws/fault in a procedure or causes of a particular problem. However, collaboration usually creates more feasible solutions. Second benefit is stability and education: Collaboration generally acts a mechanism for transferring new knowledge in an effective manner. Moreover, persons who work in groups would essentially learn more and retain whatever they learn for a long period of time. As people work together in a group, knowledge is shared among the members of the team, and this offers each member the opportunity to learn and grow. Since members of the team have intimate knowledge of the project or task being undertaken by the group, and there is also an increasing familiarity with the role of each member in the team, the team becomes more stable (Fox, 2012).
Third, the group is able to Challenges include: communication: in team collaboration, communication is usually challenges particularly when the team involves individuals from diverse and dissimilar backgrounds. Second is momentum: in most cases, when a team meeting has disbanded, the team members regress back to their own individual worlds until the following gathering or get-together. With a number of competing roles to manage at the personal level, the team’s momentum suffers considerably (Hughes, 2012).
Analysis of three key issues of developmental supervision/leadership and ways to approach the issues
There are a number of developmental supervision/leadership issues. Supervisees often face three key issues of developmental supervision and these include self-awareness, identity and competence. It is of note that supervisees generally require dissimilar supervisory environments ate every stage. The three issues can be approached using a number of ways including the following: (i) facilitative interventions: this basically enables the supervisee or the individual being supervised to retain some control in the relationship. Facilitative interventions could be: supportive, those which validate the person being supervised; catalytic, comprising questions that are open-ended meant to support problem-solving or self exploration; and cathartic, and this comprises interventions that bring out affective reactions (Hughes, 2012). (ii) Conceptual interventions: these will help the supervisee in linking theory to practice. In essence, the supervisor watches for the supervisee’s utilization of a specific strategy, and the helps the supervisee to formulate a conceptual from what was just done. (iii) Authoritative interventions: these give more relational control to the supervisor and comprise: informative, by giving information; prescriptive, by providing advice and making suggestions; and confronting, by identifying discrepancies that the supervisor sees between or amongst supervisee behaviors, attitudes, and/or feelings (Hughes, 2012).
Three issues involved in evaluating teacher/trainer performance and challenges for someone not in an official supervisory role
The 3 issues involved in evaluating the performance of teacher or trainer are as follows: first, there is no correlation between student learning and teacher characteristics as often measured by achievement tests. Thi...