This enables the supervisor to target specific domains which the supervisee is lacking. It also encourages the young teacher to set meaningful goals (which is yet another criticism of professional development plans, because some teachers may genuinely not know how to set useful goals for themselves and their students). However, for a more seasoned professional, the "intensive, hierarchical, interpersonally focused relationship" might seem smothering, even patronizing, and they may believe that they are better able to set goals for themselves, based upon past knowledge (Knoff 1968: 241). And once again, administrative support of teachers is demanded to ensure that the goals for teachers regarding education and enhancing student experiences in the classroom can truly become a reality.

Differentiated or diversified supervision has become increasingly popular in light of critiques of traditional teacher education programs and the rise of alternative certification of teachers trained in different disciplines who wish to enter...
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