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Week 6 Notes

This document discusses several approaches to instructional supervision including directive, collaborative, and non-directive supervision. It outlines the general supervisory program procedure including phases for start up, build up, and closure. Several tools and strategies for instructional supervision are also described briefly, such as job-embedded learning, study groups, action research, peer teaching, mentoring, case studies, conferencing, clinical supervision, and walkthroughs.

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225 views

Week 6 Notes

This document discusses several approaches to instructional supervision including directive, collaborative, and non-directive supervision. It outlines the general supervisory program procedure including phases for start up, build up, and closure. Several tools and strategies for instructional supervision are also described briefly, such as job-embedded learning, study groups, action research, peer teaching, mentoring, case studies, conferencing, clinical supervision, and walkthroughs.

Uploaded by

Reyna Carenio
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Project FREE Paglaum | MEd General Science

Supervision of Instruction
Day 6 - December 12, 2020

Topic: Instructional Supervision: Processes & Tools

Approaches and Procedure in Instructional Supervision


All teachers need differentiated support and assistance to improve teaching and learning. Several
– time tested approaches to supervision can be utilized to address the diversity of the supervisory
need of teachers.

Directive supervision whether intensive or informational may lend very well for beginning and
inexperienced teachers, experienced teachers who are having teaching difficulties, and teachers
who are performing well but need direct intensive guidance on new innovations. Plan is either
supervisor assigned or suggested.
Collaborative supervision is appropriate in starting to create a professional learning
community, where individual teacher tries to be responsible of each other’s professional growth.
It promotes cooperative and collegial learning, where the teacher and the supervisor mutually
plan and work together as equal.
Non – directive supervision would be most appropriate for advanced and independent self-
directed teachers who clearly have greater knowledge and understanding of what they want to
do. The supervisor role is to provide technical resources, motivate and assist in the attainment of
the plan.

General Supervisory Program Procedure


• Phase I – Start Up
• includes establishing the specific purpose of the supervisory activity
• as a data based teacher support, it will either the information derived from the
results of the Teacher Strengths and Needs Assessment (TSNA) and the
Individual Plan for Professional Development (IPPD) or from Department of
Education directives in the implementation of programs and projects
• Phase I will also clarify whether the purpose of the activity is Diagnostic or
Formative Appraisal which is a component of the Competency – Based
Performance Appraisal System for Teachers (CB – PAST) Support Intervention
Visit, Follow- up of Support Intervention or a Celebration Visit.
• Phase II - Build Up
• specifies the supervisory activities that may occur On – Site ( in the school) or Off
– Site ( if the support will be on – line or outside the school.)
• The Build Up follows three sub – phases which include Pre- Conference, Actual
Support Activities and Post – Conference.
• Phase III - Closure and Move On
• provide a temporary pause to conclude the specific support intervention activity
where most of the handholding ends teacher autonomy in the Professional
Learning Community begins.
• The greater role of the Professional Learning Community to continually provide
support to each teacher becomes more apparent in this phase.
• Phase III activities include Exit Conference, Evaluation, Celebration and a smooth
transition to the various activities of the Professional Learning Community in the
school.

Tools for Instructional Supervision


The basic tools included are the following.
· Instructional Supervision Form 1 - Pre - Observation Information
· Instructional Supervision Form 2 - Post Observation Information
· Instructional Supervision Form 3 - A, B, C, Teacher Observation Guide
· Instructional Supervision Form 4 - STAR Observation Technique

Instructional Supervision Support Intervention Strategies


• Job – Embedded Learning
• Study Groups
• Action Research
• Peer Teaching
• Mentoring
• Case Studies
• Conferencing
• Clinical Supervision
• Walkthrough

Job – Embedded Learning


Job – embedded learning refers to professional development that occurs during the course
of one’s work, where daily access to necessary materials, knowledge, and assistance are
readily available.

Guiding Principles
Teachers view daily experiences as opportunities for learning.
Teachers see themselves as leaders of learning.
Teachers act as facilitator of adult learning.
Teachers emphasize personal growth individually and collectively.

Study Groups
A study group of teachers interested in collegial study and action. In schools, study
groups can meet to study and support one another as they design Curriculum and
Instructions Innovation. It engages teachers in dialogue, helping them to make meaning
of information and develop a shared understanding about topics such as values, pedagogy
and learning. It shall be conducted in the school at least twice a month.

Purpose of Study Groups


1. to design curriculum and instructions innovations
2. to integrate a school’s practice and programs
3. to study the latest research on teaching and learning
4. to monitor the impact of new practices on student and adult learning.
5. to analyze and target a school wide need.
Processes
1. Create a group of six to eight teachers
(It can be a grade – level team analyzing student data and planning a course of action
based on their analysis or cross – departmental group studying the latest practices in
curriculum design and planning an integrated unit.)
2. Plan a regular schedule of meetings and venue in the school/district convenient to all
members.
3. Identify a trained leader who takes care of logistics for the meeting, arrange for
materials needed and assign responsibilities for the next meeting.( This can be done on
rotation basis as to rotate leadership and responsibility.)
4. Share understanding about topics on curriculum, instruction innovations, best school’s
practices and programs, latest research on teaching and learning processes.

Teacher Action Research


Action research is a process of asking important questions and looking for answers from
data in a methodical way. The questions are meaningful; that is the educator – researcher
wants or needs to know the answers to the questions, and the questions are closely
connected to real work.

Guiding Principle
Action research is a practical and grounded in the day – to – day work of the researcher.
One way different from traditional or scientific research is that the researcher is not
removed from what is being studied, but rather is a part of it.
The research is modest, manageable, and directly related to daily adult and student work.
Action research gives teachers the skills they need to work on problems specific to
student learning needs.
By using careful research procedures. Teacher’s – researchers can resolve their own
teaching challenges. They learn how to ask focusing questions, define terms, collect
relevant data, analyze data and obtain meaningful results. The findings become
immediately applicable to individual situations, even if the data suggest more exploratory
research needs to be done; or suggest several possible options for action.

Standards for Successful Supervision of Action Research


1. Use action research as one of the variety of viable strategies to improve
instruction.
2. Use action research to create meaningful, on – going and non – evaluative
instructional dialogue to improve teaching practice.
3. Promotes reflection and self – assessment throughout the action research
process.
4. Employs action research to enhance decision making by identifying and solving
critical problems.
5. Creates a system – wide mindset for improvement by incorporating action
research to instill a professional problem-solving ethos in the school;
6. Fosters action research as a means of promoting student achievement.
Peer Coaching
It is a professional development strategy that enables teachers to consult with one
another, discuss and share teaching practices that increase student learning, observe one
another’s classrooms, promote collegiality, and support and help ensure quality teaching
for all students.

Principle in Peer Teaching


Peer teaching relationship is built on confidentiality and trust in a non - threatening,
secure environment in which teachers learn and grow together.

Processes or Steps in Peer Coaching


1. Two teachers (at times or more) come together, share in conversation about their
teaching practices.
2. Request permission from the school head to observe each other’s classes.
3. Observe one another’s classroom with the school head.
4. Reflect on and refine their practices.

Mentoring
It is a supervisory procedure where the instructional supervisor, school head. Master
teacher or a teacher who is more skilled helps or guide another teacher for professional
growth.

Principle in Mentoring
The school head role in mentoring is more of a teacher or mentor. His/ her task is not just
to enable the teacher to reflect on practice or to develop new understanding and ways of
working but also to teach in a more formal sense.

Process or Procedure
1. Pre – lesson discussion
2. Observation
3. Collecting information
4. Post conference

Conferencing
It is a conference between a school head and a teacher. It is an important supervisory
technique in the specific improvement of instruction. If correctly employed, it gives each
teacher the special help needed to become proficient in self – analysis, self – appraisal
and self-improvement.

Processes
1. Establish rapport with the teacher at the beginning of the conference.
2. Make a general commendation of the lesson as a whole and specific approval of
specific aspect.
3. Commend the teacher on his/ her work.
4. Give constructive suggestions that will further help the teacher improve his/ her work.
Principle to remember in Conferencing
Conferencing provides an excellent opportunity for the school head and the teacher to
define the subject discussed, to agree on the education point of view, to recognize the
need for improvement and to solve the problem cooperatively.

Walkthroughs
Classroom walkthrough are brief visit to classrooms throughout the school, conducted on
a frequent basis ad informal or non – evaluative, designed to collect patterns of data can
help members of the professional learning community to continually improve their
teaching practice.
The classroom walkthrough is a process of visiting classrooms for a short period of time
of 5 – 15 minutes, where the instructional program is observed, feedback is provided to
teachers, student talk about what they are doing, and data is gathered to inform curricular
decisions.

Characteristics
Informal and brief
Involves the principal or any instructional leader or teacher.
Quick snapshots of classroom activities (particularly instructional and curricular practice)
NOT intended for formal teacher evaluation
Focused on “look – forms” that emphasizes improvement in teaching and learning.
An opportunity to give feedback to teachers for reflection on their practice.
The ultimate goal is the improvement of student achievement.

Benefits of Classroom Walkthroughs


School gain by:
- acquiring evidence of the impact of curricular initiatives and instructional
practices.
- collecting additional data on teaching practices and student learning.
- increasing school – wide reflection on best practices to increase student
achievement.

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