Industrial Model (1940s-1960s) - valued teacher's efficient use of time and the supervision process was perceived as a sort of "by-rote" generic process.
Clinical Model (1960's) -valued teaching skills and decision making and found that teachers need continuing professional development.
Collegial Supervision (1980s) -teaching was viewed as collegial and developmentally learned and that teachers can support fellow colleagues achieve their instructional goals.
Human Development (1990s) -schools were organized to support teacher growth and student learning and student achievement was considered the central goal.
From my review of the literature surrounding the historical evolution of the supervision process, each of these time periods represent a developmental milestone for the process of adult education and supervision. Since I consider myself a humanist and believe that people should be the central focus of any program, I would have to say that I endorse the theory that schools are indeed communities of learning and the role of a supervisor is to faciliate the teachers development growth within this process. I do not believe that any process or procedure should ever take precedence over the people for whom they were created and I firmly believe that supervision, in it's purest form, must be about helping teachers to feel successful.