SUPERVISORY STYLESAfter taking the “Supervisory Styles Inventory”, I found that my style is ‘Attractive’ and usually supervisors who associate themselves with this style tend to see themselves as “warm, supportive, friendly, and open.” (p. 545) While doing the reading for this topic, I immediately chose the Attractive supervision style as my own. I often refer to myself as being open and someone who has never met a stranger. When I am in supervisory roles, I tend to have an open-door policy and ensure that my team knows that they can come to me when any problem work or non-work related. Members of my team are more inclined to come to me because I have fostered an environment where they are able to have that support on a professional and a personal level. This supervision style can also come with cons if you do not set boundaries with your team. They may see you as someone who is weak or not focused on the goals of the organization if you do not allow your expectations to be known. DESCRIBE STYLESAccording to Friedlander and Ward (1984), there are three types of supervision styles: ¬†Attractive, Interpersonally Sensitive, and Task-Oriented. While all of these roles work well in the school setting. There are more preferred styles such as the attractive and interpersonally sensitive. The attractive style of supervision is often seen as someone who is empathetic and more open to collaboration. The attractive style is often associated with supervisors who demonstrate warmth, empathy, consideration, and support towards their supervisees (Meissner, 2012). This is the most preferred style of supervision as employees are often able to run their classrooms and areas in a way that works for them. However, this style works best when the employees are more experienced. These employees don’t need as much supervision and like having the ability to make their own decisions. Whereas, inexperienced, first-year teachers or interns may not benefit as much from this style. Supervisors who identify as having an attractive style usually take on an collegiate or consultant approach; allowing employees to come to them as needed. While first-year teachers or interns may be more drawn to the attractive supervisor, it may be a disservice if that employee needs structure. The interpersonally sensitive supervisor is someone who takes on a counselor or a therapeutic approach. These supervisors are highly perceptive and committed to their supervisees (Meissner, 2012). While this style of supervision is not the most preferred, it is preferred more than the task-oriented style. These supervisors are deeply invested in their supervisees learning and rely on intuition while supervising. In this style, supervisors are focused more of the process of supervision because that is where they believe the learning takes place rather than through self-disclosure (Ladany & Lehrman-Waterman, 1999).The task-oriented supervision style is one that believes in goal orientation, pragmatism, and structure (Ladany & Lehrman-Waterman, 1999). This supervisor is similar to a didactic teacher and focuses on the issues related to work. While this is the least preferred supervision style, this one is better suited for inexperienced, first-year teachers because it provides structure and direction. The task-oriented supervisor focuses on the supervisees work and directs attention to specific goal and less on their personal successes or other superficial issues that are not substantial to the supervisee. While all three supervision styles (attractive, interpersonally sensitive, task-oriented), all work in the education setting, one has to be cognizant of their style when working with different employees. While the attractive style may work well with the more experienced employee, it may not work well for someone who needs structure and direction. The interpersonally sensitive style is more invested in their employees learning and development, and believe the process is what makes success possible. The task-oriented, the least preferred of the three, is the most goal focused and gives employees structure and direction. While all three supervision styles work well alone, each style is needed as the educational setting is ever changing. ¬†