ABSTRACT
Glickman (1981) asserts that “the goal of instructional supervision is to help teachers learn how to increase their own capacity to achieve professional learning goals for their students” (p. 3); a supervisor’s style either enhances or diminishes teachers’ abilities to engage in learning that is developmentally appropriate. The success of developmental supervision rests on the supervisor’s ability to assess the conceptual level of the teacher or a group of teachers and then to apply a supervisory approach that matches this level.
