According to Starratt (2008) supervision as a field of educational practice with clearly delineated roles and responsibilities has formed slowly over the years with curriculum development. Glickman and Gordon (2007) define curriculum as what is intentionally taught to students in a district, school, or classroom. Glanz (1992) states that curriculum development and educational supervision must be viewed as integral partners in providing effective instruction in schools. Through research, many authors share the same views on educational supervisions role and functions of the supervisor in curriculum development. Starratt (2008) found that supervisors role in curriculum development involve substantive data collection in addition to providing ongoing training and resource support. Glanz supports Starratt (2008) stance that supervisors must ensure that the correct textbooks are purchased for the required curriculum. Starratt(2008 ) states that the role of the curriculum development supervisor is to be knowledgeable about the content and goals of state and national standards. Glanz (2007) agrees that this is to ensure that one has the ability to communicate the needs to the administrator. Both authors agree that the supervisor in curriculum development main function is to make the curriculum visible. Glanz (2007) concurs with Starratt that the curriculum development supervisor must make the curriculum visible so that the main priority is to integrate theory and practice.
Throughout the years, Glanz (2007) states that curriculum development and educational supervision appear to have been on separate paths and were previously viewed as contrasting functions. Starratt (2008) agrees that there presently appears to be a division between the role and function, which is evident not only in the roles within schools but also in the thinking, and theorizing about curriculum and supervision.