Instructional Supervision and School Supervision: Mahamnaveed 2 0 1 5 - 2 4 5 M.Edsecondary

Instructional Supervision and
School Supervision
M A H A M N AV E E D
2015-207
2015-245
M.ED SECONDARY
SUPERVISION
• Supervision is the job title of a low level management

position that is primarily based on authority over a
worker or charge of a workplace
• Supervisor, boss, overseer, coach, facilitator, monitor,

or area coordinator
SUPERVISION
• Supervision is an expert technical service

primarily aimed at studying and improving co-
operatively all factors which affect the child’s
growth and development
(According to Barton & Burckner)

SUPERVISION
• Supervision creates the awareness of sound education

philosophies in teachers and makes them to be aware of
educational policies and reforms in schools
(OJOGWA 2001)
DIFFERENCE BETWEEN SUPERVISOR
AND MANAGER
• A supervisor is responsible for the productivity and
actions of a small group of employees
• Supervisor does not typically have "hire and fire"

authority
• Supervisor does not have budget authority
INSTRUCTIONAL SUPERVISION
• Instructional supervision is one of the processes by

which school administrators attempt to achieve
acceptable standards of performance and results
(Peretomode, 2001)
• According to Jonasson (1993):

• To promote student learning in schools, we must invest time,
money and energies into the training and development of
teachers
• Instructional supervision is the function in educational

systems that draws together the discrete elements of
instructional effectiveness into a whole educational
action
(Glickman, Gordon, & Ross-Gordon)

(1995, p. 15)
THE HISTORY OF INSTRUCTIONAL
SUPERVISION
• In colonial New England, supervision of instruction

began as a process of external inspection in 1830
• One or more local citizens were appointed to inspect

both what the teachers were teaching and what the
students were learning
Roles and responsibilities of instructional
supervisor
• Lead teachers
• Mentors
• Curriculum specialists
• Project directors
• Trainers
• Peer coaches and peer supervisors

SUPERVISION IN PRIMARY LEVEL IN
PAKISTAN
• Teachers
• Assistance Education Officers
• Deputy District Education Officers
• District Education Officers

( Behlol, 2007)
Skills required for instructional
supervision
• (According to Olowoye, 1989 )
Pedagogical
Evaluation skills Displinary skills
Skills
Minimum 5 years
experienence of
Motivation Skill Reporting skills
primary school
teaching
MODELS OF
.
SUPERVISION
MODELS OF INSTRUCTIONAL
SUPERVISION
Traditional or
Supervisee-
Clinical
centered
Supervision
Psychotherapy-
Based Supervision Person-Centered
Models
Models of
Instructional
Supervision
Developmental
Models of Patient-centered
Supervision
Integrated
Ronnestad and
Development
Skovholt’s Model
Model
CLINICAL SUPERVISION
• Gold hammer and Cogan in the early 1970’s

• Acheson and Gall (1987), refined the process by
including only three basic processes
The planning or pre-conference
The observation
The feedback conference

CLINICAL SUPERVISION
• It is in class support system designed to deliver assistance

directly to teachers to bring about changes in classroom
operation and teacher’s behavior.”
• Advantages:
• Provision of objective feedback on instruction
• Identify and solving instructional problems,
• Assisting teacher in developing strategy to promote learning,
• Motivating the students and managing the classroom
PSYCHOTHERAPY-BASED
SUPERVISION MODELS
• A learning process by providing a coherent approach to
therapy in which knowledge, theory and technique
derived from a specific orientation inform the conduct of
treatment and provide a clear focus of supervision
• Frawley-O’Dea and Sarnat (2001) classify into three

categories
PATIENT-
CENTERED
• Focuses the supervision session on the patient’s

presentation and behaviors
• The supervisor is seen as the uninvolved expert who has

the knowledge and skills to assist the supervisee, thus
giving the supervisor considerable authority
(Frawley-O’Dea & Sarnat, 2001)
SUPERVISEE-CENTERED
• Process focuses on the supervisee’s resistances,

anxieties, and learning problems
• Supervisee-centered supervision can stimulate growth

for the supervisee as a result of gaining an
understanding of his/her own psychological processes
THE SUPERVISORY-MATRIX-
CENTERED
• Introduces examination of the relationship between

supervisor and supervisee
• Supervisor’s role is to “participate in, reflect upon,
• To interpret relational themes that arise within either the

therapeutic or supervisory
3. DEVELOPMENTAL MODELS OF
SUPERVISION
• Focus on how the counselor will change as they gain
further training and supervised experience
• Encourages the supervisee to use prior knowledge and

skills to produce new learning
THE STOLTENBERG MODEL IDENTIFIED
FOUR STAGES OR LEVELS:
Supervisee is dependent on the supervisor, by
they lack in self-confidence
Supervisee a striving for independence
Becoming more insightful and

motivated
Supervisee confident with their interpersonal and

Communication skills
4. INTEGRATED DEVELOPMENT
MODEL
(IDM)
• Developed by Stoltenberg (1981) and Stolt enberg and
Delworth (1987)
• IDM describes three levels of supervisee
Stable in
At mid-level and
Entry-level motivation, have
experience
students who are accurate empathy
fluctuating
high in motivation tempered by
confidence
objectivity
TEACHERS' PERCEPTION OF
SUPERVISORY PROCESSES
TEACHERS' PERCEPTION OF
SUPERVISORY PROCESSES
• In Ethiopia, many teachers resent or even fear being

supervised due to biased towards evaluation or
inspection
(Haileselassie, 1997)
• For less experienced teachers supervision is viewed as
a meaningless exercise
(Starratt,1998)
• Potential to improve schools will not be fully realized by
supervisors
(Sergiovanni & Starratt, 2007)
SCHOOL SUPERVISION
SCHOOL
Any institution at which

instruction is given in a
particular discipline
School is administered,
managed and leads in
an effective manner to
achieve the educational
objectives
SCHOOL SUPERVISION
• A whole mechanism systematically designed to

accomplish the educational objectives efficiently so that
internal structure of the school is determined by the
functions which are carried on towards those ends
Eregie and Ogiamen (2007)

PURPOSE OF SCHOOL SUPERVISION
• According to Universal Basic Education (UBE)

programmes manual (2002)
• Ensuring that teachers do their work affectively
• Cost-Benefit Analysis
• Providing technical assistance and sources of

instructional material to teachers
• For the approval of opening of new schools

BASIC PRINCIPLES OF SCHOOL
SUPERVISION
Constructive
Criticism
Adequate
Information for
Employees
Plan
Create
healthy Networking
environment
Dialectical
Code of Relation
Conduct
TASK AREAS OF SUPERVISION
Developing Curriculum
Organizing for Instruction
Providing Materials and Staff
Arranging for In-service
Education
Developing Public Relations
Evaluating Instruction
Research on instructional supervision in
the world
• Strategies For Improving Supervisory Skills For Effective
Primary Education In Nigeria
(Edo Journal of Counseling Vol. 2, No. 2, 2009)
• A comparative study was carried out of selected government,
private‐aided and private senior secondary schools in India
• Teachers’ Perceptions towards Classroom Instructional

Supervision: A Case Study of Nkayi District in Zimbabwe
(International J. Soc. Sci. & Education 2013 Vol.4, No. 1)
• The Relationship Between Principals Supervisory Strategies
and Teacher’s Instructional Performance in Delta North
Senatorial District, Nigeria 2010
PRACTICE IN PAKISTAN
• Ahmed and Ali (cited in Ali, 2000) have mentioned that

appointments of teachers is a political process
• Supervisors in Government Primary Schools in Karachi,

Pakistan by Nilofar Vazir (2008) works reveals teachers
are not appointed for primary schools
• Supervision and Supervisory Practices at Primary Level

in Pakistan reveals that the supervisors don’t visit
schools to find out the problems of teachers
CHALLENGES OF SCHOOL
SUPERVISION DEVELOPING NATIONS
Staff Political Payment of

Inadequacy Instability Teachers
Poor Lack of
Fiscal
Human Adequate
Inadequacy
Relations Training
Shortage of Teachers
External Who Resist
Supervisor Supervision
RECOMMENDATIONS
• The supervisors should behave and function as

teachers’ friends, adviser, guide and consultant
• Recruitment of instructional supervisors should be

based purely on academic qualification
• The senior teacher should be trained to provide

supervisory facilities to the beginning teachers
RECOMMENDATIONS
• Need of the training programme for the supervisors to

improve their knowledge, skills and attitude to perform
their duties
• Supervisors that excel in their assignment should be

rewarded
• Supervisors should be empowered with human

resources and funds
REFERENCES
• Bernard, J. M. (1979). Supervisor training: A discrimination model.

Counselor Education and Supervision, 19, 60-68
• Oliva,P.F and Pawlas,E.G. (2004), Supervison for today’s schools (7th Ed).
Wiley Publishing,Inc
• Samuel.C.C (2008). Supervision concept and skill building.(6th Ed).

McgrawHill, Boston
• Tshabalala. T (2013) Teachers’ Perceptions towards Classroom

Instructional Supervision: A Case Study of Nkayi District in Zimbabwe.
International J. Soc. Sci. & Education 4 (1)
• Nolan,J and Hoover, L.A. (2005). Teacher supervision and Evaluation

theory into practice. JohnWiley & Sons,Inc
THANK YOU

Instructional Supervision and School Supervision: Mahamnaveed 2 0 1 5 - 2 4 5 M.Edsecondary

Uploaded by

Copyright:

Available Formats

Instructional Supervision and School Supervision: Mahamnaveed 2 0 1 5 - 2 4 5 M.Edsecondary

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Instructional Supervision and School Supervision: Mahamnaveed 2 0 1 5 - 2 4 5 M.Edsecondary

Uploaded by

Copyright:

Available Formats

Instructional Supervision and

• Supervision is the job title of a low level management

• Supervisor, boss, overseer, coach, facilitator, monitor,

• Supervision is an expert technical service

(According to Barton & Burckner)

• Supervision creates the awareness of sound education

• Supervisor does not typically have "hire and fire"

• Instructional supervision is one of the processes by

• According to Jonasson (1993):

• Instructional supervision is the function in educational

(Glickman, Gordon, & Ross-Gordon)

• In colonial New England, supervision of instruction

• One or more local citizens were appointed to inspect

• Peer coaches and peer supervisors

• Assistance Education Officers

• Deputy District Education Officers

• District Education Officers

• (According to Olowoye, 1989 )

• Gold hammer and Cogan in the early 1970’s

The planning or pre-conference

The feedback conference

• It is in class support system designed to deliver assistance

• Frawley-O’Dea and Sarnat (2001) classify into three

• Focuses the supervision session on the patient’s

• The supervisor is seen as the uninvolved expert who has

• Process focuses on the supervisee’s resistances,

• Supervisee-centered supervision can stimulate growth

• Introduces examination of the relationship between

• Supervisor’s role is to “participate in, reflect upon,

• To interpret relational themes that arise within either the

• Encourages the supervisee to use prior knowledge and

Supervisee a striving for independence

Becoming more insightful and

Supervisee confident with their interpersonal and

• In Ethiopia, many teachers resent or even fear being

Any institution at which

• A whole mechanism systematically designed to

Eregie and Ogiamen (2007)

• According to Universal Basic Education (UBE)

• Ensuring that teachers do their work affectively

• Providing technical assistance and sources of

• For the approval of opening of new schools

• Teachers’ Perceptions towards Classroom Instructional

• Ahmed and Ali (cited in Ali, 2000) have mentioned that

• Supervisors in Government Primary Schools in Karachi,

• Supervision and Supervisory Practices at Primary Level

Staff Political Payment of

• The supervisors should behave and function as

• Recruitment of instructional supervisors should be

• The senior teacher should be trained to provide

• Need of the training programme for the supervisors to

• Supervisors that excel in their assignment should be

• Supervisors should be empowered with human

• Bernard, J. M. (1979). Supervisor training: A discrimination model.

• Samuel.C.C (2008). Supervision concept and skill building.(6th Ed).

• Tshabalala. T (2013) Teachers’ Perceptions towards Classroom

• Nolan,J and Hoover, L.A. (2005). Teacher supervision and Evaluation

You might also like