Credibility in Instructional Supervision: A Catalyst for Differentiated Supervision

Abstract

This chapter represents an initial attempt to define credibility as it relates to instructional supervision in ninth through twelfth grade. The study aimed to determine how differences in the definitions held by administrators and teachers necessitate differentiation in an administrator’s supervisory practice. Findings suggest that credibility is more often rooted in expertise and experience than in relational conditions established by school leaders or a leader’s positional authority. Indeed, one of its most important conclusions from this study is that classroom teachers and school administrators defined credibility differently within the context of instructional supervision and that these differences may necessitate differentiation in supervisory systems and practices, including those related to teacher performance evaluation. Implications for future research are discussed as are possible reforms for leadership preparation.