The Application of Supervisory Options for Instructional Leaders Framework Within the Fields of Agriculture, Science, Math and English Education

Abstract

The purpose of this study was to determine specific types of supervisory methods used in diverse academic subjects to fulfill personal and professional growth in student teachers and interns. The study sought to compare agriculture, science, math and English teacher educator characteristics and the extent to which the three levels of the Supervisory Options for Instructional Leaders (SOIL) Framework— structured, moderately structured, and relatively unstructured—were used. Surveys were collected from 196 student teacher and intern supervisors throughout the United States. The study revealed that demographic associations appeared to have no bearing on the type of supervisory methods used. Supervisors were most likely to always use moderately structured levels of supervision with student teachers and interns who taught English, science, and agricultural education. Supervisors of math instruction reported using moderately structured levels of supervision often as opposed to always. The relatively unstructured level of supervision was virtually never utilized by supervisors of any subject areas.