Developing the Knowledge Base for Supervisor Induction and Professional Growth: Validating the Model

Prior to implementation of a supervisory staff development program, it is necessary to review current literature in the field of educational administration in order to define specific elements (domains) of the supervisory knowledge base. A qualitative research study involving a review of relevant literature yielded 13 primary domains or categories of knowledge: organizational management; instructional leadership; instructional management; development of school and community support; interpersonal and human relations skills; communication skills; school climate; staff evaluation; material and financial resource allocation; school curriculum; staff development; educational research skills; and student guidance, management, and development. A strategy was designed to field test the validity of making these 13 domains the foundation of a knowledge base for supervisory/administrator staff development. The strategy involves administering a survey, "Inventory of Staff Development Priorities," to new and experienced supervisors, having them rank the importance of the domains, and analyzing the data. This report proposes that the knowledge base identified in this study, as well as the results of analysis of the survey, serve as the foundation for a comprehensive induction program for new supervisors and administrators in New York City. A set of nine guidelines to assist in program design is included. The bibliography includes 33 resources identified in the search for literature relevant to an administrator/supervisor knowledge base which formed the basis for this study. (IAH)