Principals’ Analysis of Their Supervisory Styles (PASS)

Teachers’ formal classroom observations are used to promote instructional improvement.

Teachers’ nonformal classroom observations are used to promote instructional improvement.

Teachers in my school generally speak positively about supervision.

I believe teachers benefit from my supervision.

Teachers believe the principal demonstrates supervisory leadership when he/she works with them during supervision rather than performing perfunctory duties.

During the preconference, teachers in our building are encouraged to clarify goals for their lessons.

During the preconference, teachers in our building are encouraged to clarify objectives for their lessons.

During the preconference, teachers in our building are encouraged to clarify teaching strategies for their lessons.

During the preconference, teachers in our building are encouraged to clarify student achievement assessment techniques to be used during their lessons.

During the preconference, teachers in our building are encouraged to clarify the data-gathering procedures to be used during their lessons.

During the postconference, teachers in our building are encouraged to summarize formal and informal assessments from their lessons.

During the postconference, teachers in our building are encouraged to recall data supporting formal and informal assessments from their lessons.

During the postconference, teachers in our building are encouraged to compare what they had planned for their lessons with how the lessons actually went.

During the postconference, teachers in our building are encouraged to infer relationships between their decisions and student achievement during their lessons.

During the postconference, teachers in our building are encouraged to construct new ways to improve their lessons.

During the postconference, teachers in our building are encouraged to reflect on the effects of the supervision process by suggesting improvements for the current supervisory process.

As a principal, I discuss the ground rules for the supervisory process in the preconference.

As a principal, I attempt to respond favorably to teachers’ responses in the preconference.

As a principal, I correct my own communication patterns after expressing a negative value judgment.

As a principal, I demonstrate an acceptance of teachers’ ideas.

As a principal, I rephrase, paraphrase, translate, and/or summarize teachers’ ideas.

As a principal, I help teachers clarify instructional strategies.

As a principal, I invite teachers to become more specific by requesting that they elaborate or rephrase their ideas.

As a principal, I invite teachers to analyze information recorded during the lesson.

As a principal, I express my own feelings honestly.

As a principal, I follow through on commitments to teachers.

As a principal, I accept responsibility for my actions.

As a principal, I exhibit an interest in teachers as individuals beyond my role as principal.

As a principal, I focus on teacher concerns by listening actively, reflectively, and empathetically.

As a principal, I express willingness to support teachers’ ideas.

As a principal, I support goals that are within teachers’ abilities.

As a principal, I react to teachers in an appropriate manner when they need support.

As a principal, I encourage teachers to understand in greater depth their thinking regarding all aspects of their lessons.

As a principal, I encourage teachers to be cognizant of their educational goals, objectives, and/or instructional strategies.

As a principal, I encourage teachers to identify possible relationships between particular teaching strategies and desired outcomes.

As a principal, I encourage teachers to construct and sequence plans to meet desired student outcomes.

As a principal, I encourage teachers to construct and sequence plans to meet desired teacher outcomes.

As a principal, I encourage teachers to recall student and teacher behavior during their formal observations.

As a principal, I encourage teachers to compare their preplanned instructional strategies with those performed during lessons.

As a principal, I encourage teachers to analyze the achievement of goals, objectives, and outcomes during the lessons.

As a principal, I encourage teachers to hypothesize differences in their goals, objectives, and outcomes if alternative educational strategies had been used in lessons.

As a principal, I encourage teachers to plan future strategies based on their evaluations of the lesson’s goals, objectives, and outcomes.

As a principal, I identify educational resources needed to assist teachers in creating students’ successes.

As a principal, I demonstrate consistent supervisory behavior when I work with teachers who have personality types and/or learning styles.

As a principal, I hold high expectations for myself.

As a principal, I hold high expectations for teachers.

As a principal, I invite teachers to identify appropriate modifications of their behaviors as a result of the supervisory process.

As a principal, I am increasingly aware of how my behavior affects teachers.

As a principal, I am thorough in my approach to professional activities.

As a principal, I am continually examining ways to improve the supervisory process.

As a principal, I am continually examining ways to improve my supervisory performance.

As a principal, I encourage teachers to experiment with creative educational strategies, teacher, and student behaviors.

As a principal, I frequently hear from teachers about the spirit of cooperation that exists in our school.

As a principal, I believe teachers and I are creating a learning environment that promotes success for all students.

When students pose unusual questions teachers ask, What made you think of that?

Teachers believe that textbooks do not have all the answers.

Teachers believe they should spend time on interesting student ideas rather than covering the content only.

Teachers encourage students to seek alternative solutions to problems.

Teachers encourage students to generate their own questions for and during class discussion.

Few questions posed during our teachers’ classes can be answered with short or one-word answers.

Students in our teachers’ classes spontaneously engage in critiquing each other’s thinking.

Students in our teachers’ classes relate subject matter to experiences in other subjects.

Teachers encourage students to be reflective.

Students often set goals and objectives for their own learning.

Students spend time working collaboratively to solve problems.

We talk about the nature of thinking.

We learn from colleagues by observing each other’s teaching.