1. Purpose and Importance of Curriculum Supervision
Glatthorn highlights that curriculum supervision is essential for bridging the gap between the written, taught, and tested curricula. Without systematic supervision:
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Teachers may interpret or implement curriculum inconsistently
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Curriculum plans may remain unused or partially used
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Instruction may drift away from school goals
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Students may experience unequal access to learning experiences
Thus, supervision ensures curriculum fidelity, continuous improvement, and instructional alignment.
2. The Supervisor’s Core Responsibilities
According to Glatthorn, curriculum supervision involves three central responsibilities:
a. Monitoring Classroom Instruction
Leaders observe teaching practices to check for:
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Alignment with curriculum standards and unit plans
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Appropriateness of instructional strategies
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Effective use of learning materials
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Engagement and differentiation for diverse learners
Monitoring is meant to be supportive rather than evaluative, promoting a professional culture of growth.
b. Providing Instructional Support and Feedback
Supervisors help teachers improve implementation through:
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Collaborative reflection
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Coaching and modelling effective practices
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Providing targeted feedback
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Facilitating access to professional learning
Glatthorn stresses that supervision must enhance teacher autonomy while ensuring adherence to curricular expectations.
c. Reviewing and Evaluating Materials
A key element of supervision is examining the textbooks, digital tools, and supplementary materials used in classrooms. Leaders must ensure materials:
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Align with the curriculum
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Are pedagogically sound
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Address diverse student needs
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Promote higher-order thinking
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Reflect cultural and linguistic diversity
Material review helps prevent reliance on outdated or mismatched resources.
3. Strategies for Effective Curriculum Supervision
Glatthorn identifies several practical strategies:
a. Classroom Observations (Formal and Informal)
Short walkthroughs, structured observations, and post-observation conferences help supervisors gain an authentic picture of curriculum implementation.
b. Curriculum Mapping and Documentation
Collecting and reviewing unit plans, lesson plans, pacing guides, and student work provides evidence of how the curriculum is enacted.
c. Collaborative Professional Development
Supervisors promote curriculum implementation through:
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PLCs (Professional Learning Communities)
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Peer coaching
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Co-teaching demonstrations
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Instructional workshops
d. Data-Informed Supervision
Assessment results, diagnostic data, and student work samples guide instructional decisions and reveal gaps in curriculum implementation.
4. Supporting Teachers as Curriculum Implementers
The chapter stresses that teachers are central actors in curriculum enactment. Effective supervision:
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Recognises teacher expertise
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Encourages professional autonomy within curricular boundaries
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Builds teacher capacity to interpret the curriculum
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Cultivates reflective practice
Glatthorn argues that supervisors must balance fidelity and flexibility: teachers should have room for creativity but must still meet school or district learning goals.
5. Ensuring the Quality and Coherence of Instructional Materials
Glatthorn emphasises a systematic approach to material supervision:
a. Criteria for Evaluating Materials
Materials should be judged according to:
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Cognitive demand
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Alignment with standards
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Accuracy and clarity
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Inclusiveness and fairness
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Support for diverse learners, including ELLs and students with disabilities
b. Involving Teachers in Selection Processes
Teacher participation ensures:
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Buy-in
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Practical insights into classroom realities
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Better implementation
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Increased accountability for use of resources
c. Continuous Review of Materials
Supervision includes periodic evaluation to:
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Replace outdated content
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Integrate new technologies
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Address curriculum changes
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Respond to student performance data
6. Creating a Culture of Collaborative Curriculum Leadership
The chapter concludes that successful supervision requires a school culture where:
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Teachers and leaders share responsibility for curriculum quality
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Trust and collegiality drive instructional improvement
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Evidence and reflection guide decision-making
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Professional growth is ongoing
Glatthorn advocates for distributed leadership, where teachers serve as curriculum leaders alongside administrators.
Conclusion
“Supervising the Curriculum: Teachers and Materials” positions supervision as a collaborative, developmental, and systematic process essential for ensuring high-quality curriculum implementation. Glatthorn argues that effective supervision aligns instruction with curriculum goals, strengthens teacher capacity, promotes coherent use of materials, and ultimately enhances student achievement. Rather than focusing on evaluative control, supervisors should build professional relationships, support reflective teaching, and cultivate an environment where teachers continually refine their practice in alignment with curricular expectations.
