Analysis of SupervisionIn every institution, the type of leadership style is important for a successful environment. In order to establish a high-performance school environment to compete globally, the leader must understand basic leadership theories and styles (Glickman et al., 2010). School cultures are important to student and overall school success, but they can also be very difficult to establish and maintain without the appropriate leadership knowledge (Waite, 1995). In the United States, many schools could be categorized as conventional, friendly, or collegial, based on the strategies used for their leadership (Glickman et al., 2010). The chosen school could be ranked according to different criteria and could be determined in which area their leadership applies more. In order to analyze and classify leadership, it was imperative to observe the way the leader makes decisions, the approach with stakeholders, the way instruction is delivered and the way they carry out their work ( Marshall, 2005). In this analysis, the category that this school will be, the school climate, the type of supervision and leadership will be identified. School categoryThe school categories are conventional, pleasant or collegial. These three categories are distinguished when discussing the style with which the principal administers the school (Glickman et al., 2010). Each individual category gives a different result. Conventional administration or leadership is recognized by the lack of communication between staff and administrator, furthermore, the independence of teachers is evident, it is not a common goal, it is more individual goal setting , usually the ones responsible for everything are the students and teachers...... middle of paper...... evaluated based on a person's work or actions, and not because of their title (Waite, 1995). It will be imperative that the leader considers how to facilitate any change and action on research. Both of these will help identify best practices and set goals for school improvement. References Glickman, CD, Gordon, SP and Ross-Gordon, JM (2010). SuperVision and Educational Leadership (9th ed.). Needham Heights, MA: Allyn and Bacon. ISBN-13: 9780132852135 Marshall, K. (2005). It’s time to rethink teacher supervision and evaluation. Phi Delta Kappan, 86(10), 727-735. TURAN, S. and BEKTAŞ, F. (2013). The relationship between school culture and leadership practices. Eurasian Journal of Educational Research (EJER), (52), 155-168. Waite, D. (1995). Rethinking educational supervision: notes on its language and culture. New Perspectives Series: 1.