Empowering Teachers Through Instructional Supervision: Using Solution Focused Strategies in a Leadership Preparation Program

The purpose of this study was to determine how students in an educational leadership preservice program perceived the effectiveness solution-focused supervision (SFS) taught instructional class. Interviews, observations, and artifacts, a case design, were applied address two primary research questions. Findings revealed use (SF) strategies produced positive outcomes, but required dramatic paradigm shifts from participants. Moreover, researchers found that respondents used wide range SF clinical cycle exercise. Participants, furthermore, affirmed structures language promoted reflection, conversation, empowerment teachers. These dispositions toward supervision, however, did not come without difficulties initial doubt.