supervision models revised

Supervision Models
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Background context
Career and technical education (CTE) requires the adoption of optimal supervision model in a bid to develop reliable and competent expertise. The paper explores different supervision models and their applicability to CTE. The article also offers a developed supervision model to enhance the processes of CTE.
Summary of background readings
Eryilmaz, A., & Mutlu, T. (2017)
The resource discusses involved steps in formulating a supervision model. These stages include readiness, information, improvement, and evaluation stages.
Beinart, H. (2013)
The book covers developmental supervision. From the readings, I learned the assumption and the three basic observations involved in the process of skill development (motivation, awareness, and autonomy).
Davila, Z. (2018)
The book expounds the discrimination supervision. From the readings, I learned of the different roles a supervisor in a school set up may assume (teacher, consultancy, and counsellor) and primary focus areas in the skill development process.
Supervision models
Developmental supervision model operates on the fact that everyone’s capabilities continuously grows through the combination of our hereditary predispositions and experience (Beinart, 2013). Discrimination supervision model enables supervisors to discriminate trainee needs and identify ways in which to interact with them in a bid to meet those requirements (Davila, 2018).

These models employ an interactive process in an attempt to encourage their trainees to apply their knowledge in handling a current situation and also expound on their skills. They also involve an evaluation process in a bid to determine the level of trainee competence.
However, the two models exhibit significant differences. For example, developmental develops on two assumptions, unlike the discrimination. These are, to become competent, one must pass through several stages different from each other and that each of them requires a separate environment to achieve optimum growth. More so, discrimination identifies three distinct probable roles a supervisor may assume, these are, teacher, consultant, and counsellor, unlike developmental. The acknowledgement by the developmental model that to become an expert it requires different environment and stages makes it applicable to CTE because everyone has different capabilities (Beinart, 2013). Discrimination model is appropriate to CTE by offering different roles a supervisor can assume. Most are the times the tutors find themselves offering different support such as consultancy and counselling (Davila, 2018).
In an attempt to maintain a comprehensive K-12 system in CTE education, self-improved CTE Supervision Model comes into place to oversee the development and deployment of the technical career programs by teachers as outlined below.
Component 1: Establish classroom behaviors and strategies
Class establishment requires the formulation and communication of basic classroom rules to ensure that learning takes place by minimising interruptions. Assessing the student’s performance will establish the efficiency of class planning put in place by the teachers.
Component 2: Content delivery, preparation, and strategies
The step would provide an opportunity for the supervisor to assess the plans and policies established by the teachers in a bid to deliver the objectives of the developed K-12 curriculum by the director of CTE. Going through the laid out plans and strategies by teachers in the course of teaching, supervisors would ensure that teachers convey the right content and in the right way.
Component 3: supportive teaching and training
In this stage, the supervisors will need to offer and facilitate training to the teachers in a bid to familiarise them with the curriculum expectations set by the CTE board. It will provide an excellent opportunity for the supervisors to highlight the critical requirements for the achievement of set goals. The training provided to the teachers will facilitate their effort in quality delivery of the curriculum and other functions such as student enrollment to attain the set goals by their districts.
Component 4: evaluation
At this stage, the model will enable the supervisor to conduct an evaluation exercise to all the teachers by assessing personal performance concerning the established district’s education goals. To achieve this, supervisors need to evaluate the content delivery strategies and plans put in place by individual teachers through presentations or examining the course content and policies of its delivery (Eryilmaz & Mutlu, 2017).
Conclusion
Supervision is quite involving process, and it covers all aspects of life. It requires the employment of robust skills in a bid to achieve the set goals. Since everyone has different capabilities, there is not a single model that can fully fit in a field such as CTE. For example, teachers and student have exhibit different ways of teaching and learning respectively.

References
Beinart, H. (2013). Models of supervision and the supervisory relationship. In Supervision and clinical psychology (pp. 63-78). Routledge.
Davila, Z. (2018). Discrimination Supervision Model.
Eryilmaz, A., & Mutlu, T. (2017). Developing the Four-Stage Supervision Model for Counselor Trainees. Educational Sciences: Theory and Practice, 17(2), 597-629.