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Summarized by Racheli Professorski - 033493974
Supervision- Models of supervision: choices
Gebhard, G. Jerry (1990). Models of supervision: choices. In Richards. J. C& Numan.D (Eds.), Second Language Teacher Education (156-166) Cambridge University Press.

"Self- help- explorative supervision" - In this approach the supervisor and teacher's goal is to raise their awareness of teaching behaviors by finding various ways to teach. The aim is for both the teacher and supervisor (which is called here – "a more experienced teacher") to observe their own and other's teaching and by this to learn and better themselves. In other words, this method suggests self-exploration and individual self-awareness.
In conclusion, all the models can be effective it depends on the teachers themselves what they believe in and how they think their supervisiors should direct their teaching. Suprevision should be a menigful procees that will contribute to teachers' experience and self- confidence. In addition, one of the most important thing supervisiors need to adapt is the sense of accountability; they should make sure that the approach they use suits the teachers personalities .There has to be a positive balance betweeen the supervisors' support and their alternatives suggestions on how to improve teaching. All in all the various choices of supervisory behaviors gives both teachers and supervisors the opportunity to acknowledge the various teaching styles that are excited in the field of education.
My reflection:reflection In my

One can also replace the supervisor's responsibilities with other well informed and knowledgeable sources such as teacher's centers where teachers can share experiences and ideas. In this approach, working according to one model may not be enough therefore a combination of different models is required. According to Freeman (1982) choosing a specific supervisory approach offers an opportunity to suit the method in accordance with the teacher's needs.
"Self- help- explorative supervision" - In this approach the supervisor and teacher's goal is to raise their awareness of teaching behaviors by finding various ways to teach. The aim is for both the teacher and supervisor (which is called here – "a more experienced teacher") to observe their own and other's teaching and by this to learn and better themselves. In other words, this method suggests self-exploration and individual self-awareness.
In conclusion, there are several choicesall the models can be effective it depends on the teachers themselves what they believe in and how they think their supervisiors should direct their teaching. Suprevision should be a menigful procees that will contribute to teachers' experience and self- confidence. In addition, one of supervisory behaviorsthe most important thing supervisiors need to adapt is the sense of accountability; they should make sure that teacher educators may select. Each supervisor needsthe approach they use suits the teachers personalities .There has to discover whichbe a positive balance betweeen the supervisors' support and their alternatives suggestions on how to improve teaching. All in all the various choices of supervisory behaviors fits his believesgives both teachers and personality.supervisors the opportunity to acknowledge the various teaching styles that are excited in the field of education.
My reflection: inIn my opinionown experience as a teacher i agree with my colleagues' opinion, supervisiors should approach their teachers positively. They shouldn't impose their opinions on other teachers; they need to share their ideas and work with teachers in collaboration.Teachers and supervisors

mentoring

Supervision and teacher mentoring was my specialization at Haifa University in my M.A degree.
This field is relatively new in education and many update studies are conducted in teaching and teacher education regarding the best model and approach of supervision .
After reading a big number of studies and professional articles in this subject(e.g.
Stanulis, Arussell, 2000; Gomez, et al, 2000; Freese, 2006; Day & Leitch, 2001; Orland & Tillema , 2006; Orland , 2006; Goodson & Numan , 2002) and the present summary I came to the conclusion that both top –down and bottom-up models are effective but the context determines what model to adopt and to what extent. What is important is to lead the mentee to learn be equipped with the required skills .successful mentoring process is when the supervisor develop the sense of accountability and ownership amongst his mentees.

Alternative & Collaborative supervision
Dear Racheli,
Thank you for the comprehensible summary.
Your summary has enlightened me regarding the subject of supervising. It was very interesting since I never discussed or read about the different types and models of supervisors.
I believe that a combination of Alternative and Collaborative Supervision might be suitable for teachers. The teachers are not dictated what to do but directed, provided with alternatives, and they work in collaboration with the supervisor. But one should note that in certain situations the teachers need a Directive Supervisor. Sometime the teachers are confused and don't know how to act or what to do. Thus, in this case a directive type would be suitable. Throughout my practical training I had a Nondirective supervisor, and I felt that I didn't gain anything from this supervisor. He wouldn't direct me in situations that I really needed it. He didn't give any feedback or any critical remarks or so. I felt lost, didn't actually know if what I did was good. I didn't know what was good, what needs to be improved!
The teachers shouldn't be offended if the supervisor gives certain remarks or directs the teacher, on the contrary the teachers should take in consideration that this supervisor has experience.
Maybe the supervisor should do as the teacher in Sohad's article Deciding to teach them all did: to ask positive questions and to approach the teachers positively.

Manal Khalaila
Dear racheli,
thank you for your summary.
I think that any supervision that contributes to the teacher's professional development is "good" supervision. I think that the choice of the word "supervision" lends the job a negative sense. Teachers feel that the are watched over in order to be criticized. Therefore, the supervisors themselves should make sure that the method that they use suits the teachers' personalities and not theirs, this is where I disagree with the article.

The collaborative model
As a coordinator in my school, I follow the third model "the collaborative approach". I don't impose my opinions on other teachers, even the new ones. We hold meetings where we sit and discuss teaching techniques, pedagogical problems ,choice of materials and other topics. We share ideas and also disagreements. We try also to help each other. I simply believe that each teacher knows his students better so he has the right to decide what's best for them.