At what stage should teachers receive directive support during the supervisory process?

Teachers should receive directive support during the supervisory process primarily in the beginning stages. This is crucial because new teachers or those early in their professional development often require guidance to acclimate to their roles, understand expectations, and learn effective strategies for teaching and classroom management. During this initial phase, supervisors can provide structured assistance, clarification of objectives, and essential resources that help lay a solid foundation for the teacher's practice.

This proactive approach ensures that teachers feel supported as they embark on their careers, which can enhance their confidence and effectiveness in the classroom. As they become more experienced, the need for directive support may decrease, allowing for a more collaborative or evaluative relationship between the teacher and supervisor. This initial stage is about establishing the groundwork for success, making it the optimal time for directive support.