SUPERVISION OF INSTRUCTION

What do you know about the mandate of our Philippine Constitution vis-à-vis education for all Filipino citizens?
-The constitution commands the state to give priority to education, and to protect and promote the rights of all citizens to quality
education at all levels and to take appropriate steps to make education accessible to all. (Article 14, Section 1 of the Philippine
Constitution)

DEPED MANDATE:
The Department of Education (DepEd) formulates, implements, and coordinates policies, plans, programs and projects in the areas
of formal and non-formal basic education. It supervises all elementary and secondary education institutions, including alternative
learning systems, both public and private; and provides for the establishment and maintenance of a complete, adequate, and
integrated system of basic education relevant to the goals of national development.

TEAM VISION:
By 2022, we will have nation-loving and competent lifelong learners able to respond to challenges and opportunities through the
delivery of quality, accessible, relevant and liberating K to 12 Program by a modern, professional, pro-active, nimble, trusted and
nurturing DepEd.

CORE VALUES:
Maka-Diyos, Makatao Makakalikasan, Makabansa

MISSION:
To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe and
motivating environment;
Teachers facilitate learning and constantly nurture every learner;
Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to
happen; and
Family, community, and other stakeholders are actively engaged and share responsibility for developing lifelong learners.

What guides teachers to effectively discharge their responsibilities and functions? What standards and expectations are
expected of them?

-The PPST outlines the required skills and competencies of quality teachers, enabling them to cope with the emerging global
frameworks.

The PPST basically aims to: 1) set the clear expectations of teachers along well-defined career stages of professional development
from beginning to distinguished practice; 2) engage teachers to actively embrace a continuing effort in attaining proficiency; and 3)
apply a uniform measure to assess teacher performance, identify needs, and provide support for professional development. (DepEd
Order No. 42, series 2017 or the National Adoption and Implementation of the Philippine Professional Standards for
Teachers)
The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the reform initiatives on teacher
quality from pre-service education to in-service training. It articulates what constitutes teacher quality in the K to 12 Reform through
well-defined domains, strands, and indicators that provide measures of professional learning, competent practice, and effective
engagement. This set of standards makes explicit what teachers should know, be able to do and value to achieve competence,
improved student learning outcomes, and eventually quality education. It is founded on teaching philosophies of learner-
centeredness, lifelong learning, and inclusivity/inclusiveness, among others. The professional standards, therefore, become a public
statement of professional accountability that can help teachers reflect on and assess their own practices as they aspire for personal
growth and professional development.

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The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st Century in the Philippines.
Quality teachers in the Philippines need to possess the following characteristics:

1. recognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum
areas, coupled with a sound and critical understanding of the application of theories and principles of teaching and
learning. They apply developmentally appropriate and meaningful pedagogy grounded on content knowledge and current
research. They display proficiency in Mother Tongue, Filipino and English to facilitate the teaching and learning process,
as well as exhibit the needed skills in the use of communication strategies, teaching strategies and technologies to promote
high-quality learning outcomes.

2. provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility
and achievement. They create an environment that is learning-focused and they efficiently manage learner behavior in a
physical and virtual space. They utilize a range of resources and provide intellectually challenging and stimulating activities
to encourage constructive classroom interactions geared towards the attainment of high standards of learning.

3. establish learning environments that are responsive to learner diversity. They respect learners’ diverse characteristics
and experiences as inputs to the planning and design of learning opportunities. They encourage the celebration of diversity
in the classroom and the need for teaching practices that are differentiated to encourage all learners to be successful citizens
in a changing local and global environment.

4. interact with the national and local curriculum requirements. They translate curriculum content into learning
activities that are relevant to learners and based on the principles of effective teaching and learning. They apply their
professional knowledge to plan and design, individually or in collaboration with colleagues, well-structured and sequenced
lessons that are contextually relevant, responsive to learners’ needs and incorporate a range of teaching and learning
resources. They communicate learning goals to support learner participation, understanding and achievement.

5. apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’
needs, progress and achievement. They use assessment data in a variety of ways to inform and enhance the teaching and
learning process and programs. They provide learners with the necessary feedback about learning outcomes that informs
the reporting cycle and enables teachers to select, organize and use sound assessment processes.

6. establish school-community partnerships aimed at enriching the learning environment, as well as the community’s
engagement in the educative process. They identify and respond to opportunities that link teaching and learning in the
classroom to the experiences, interests and aspirations of the wider school community and other key stakeholders. They
understand and fulfill their obligations in upholding professional ethics, accountability and transparency to promote
professional and harmonious relationships with learners, parents, schools and the wider community.

7. value personal growth and professional development and exhibit high personal regard for the profession by
maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity. They value
personal and professional reflection and learning to improve their practice. They assume responsibility for personal growth
and professional development for lifelong learning.

4 Career Stages in Professional Development

Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession. They have
a strong understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy. They possess
the requisite knowledge, skills and values that support the teaching and learning process. They manage learning programs and have
strategies that promote learning based on the learning needs of their students. They seek advice from experienced colleagues to
consolidate their teaching practice.

Career Stage 2 or Proficient Teachers are professionally independent in the application of skills vital to the teaching and learning
process. They provide focused teaching programs that meet curriculum and assessment requirements. They display skills in
planning, implementing, and managing learning programs. They actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and advancement. They are reflective practitioners who continually
consolidate the knowledge, skills and practices of Career Stage 1 teachers.

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Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance in their teaching practice. They
manifest an in-depth and sophisticated understanding of the teaching and learning process. They have high education-focused
situation cognition, are more adept in problem solving and optimize opportunities gained from experience. Career Stage 3 Teachers
work collaboratively with colleagues and provide them support and mentoring to enhance their learning and practice. They
continually seek to develop their professional knowledge and practice by reflecting on their own needs, and those of their colleagues
and students.

Career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best practices. They
exhibit exceptional capacity to improve their own teaching practice and that of others. They are recognized as leaders in education,
contributors to the profession and initiators of collaborations and partnerships. They create lifelong impact in the lives of colleagues,
students and others. They consistently seek professional advancement and relevance in pursuit of teaching quality and excellence.
They exhibit commitment to inspire the education community and stakeholders for the improvement of education provision in the
Philippines.

Domains/ Strands/ Indicators for Different Career Stages

Domain 1. Content Knowledge and Pedagogy
-recognizes the importance of teachers’ mastery of content knowledge and its interconnectedness within and across curriculum
areas, coupled with a sound and critical understanding of the application of theories and principles of teaching and learning. This
Domain encompasses teachers’ ability to apply developmentally appropriate and meaningful pedagogy grounded on content
knowledge and current research. It takes into account teachers’ proficiency in Mother Tongue, Filipino and English in the teaching
and learning process, as well as needed skills in the use of communication strategies, teaching strategies, and technologies to promote
high-quality learning outcomes.

Domain 2. Learning Environment

-highlights the role of teachers to provide learning environments that are safe, secure, fair and supportive in order to promote learner
responsibility and achievement. This Domain centers on creating an environment that is learning-focused and in which teachers
efficiently manage learner behavior in a physical and virtual space. It highlights the need for teachers to utilize a range of resources
and provide intellectually challenging and stimulating activities to encourage constructive classroom interactions geared towards
the attainment of high standards of learning.

Domain 3. Diversity of Learners

- emphasizes the central role of teachers in establishing learning environments that are responsive to learner diversity. This Domain
underscores the importance of teachers’ knowledge and understanding of, as well as respect for, learners’ diverse characteristics
and experiences as inputs to the planning and design of learning opportunities. It encourages the celebration of diversity in the
classrooms and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing
local and global environment.

Domain 4. Curriculum and Planning

-addresses teachers’ knowledge of and interaction with the national and local curriculum requirements. This Domain encompasses
their ability to translate curriculum content into learning activities that are relevant to learners and based on the principles of effective
teaching and learning. It expects teachers to apply their professional knowledge to plan and design, individually or in collaboration
with colleagues, well-structured and sequenced lessons. These lesson sequences and associated learning programs should be
contextually relevant, responsive to learners’ needs and incorporate a range of teaching and learning resources. The Domain expects
teachers to communicate learning goals to support learner participation, understanding and achievement.

Domain 5. Assessment and Reporting

-relates to processes associated with a variety of assessment tools and strategies used by teachers in monitoring, evaluating,
documenting and reporting learners’ needs, progress and achievement. This Domain concerns the use of assessment data in a variety
of ways to inform and enhance the teaching and learning process and programs. It concerns teachers providing learners with the
necessary feedback about learning outcomes. This feedback informs the reporting cycle and enables teachers to select, organize and
use sound assessment processes.

Domain 6. Community Linkages and Professional Engagement

-affirms the role of teachers in establishing school-community partnerships aimed at enriching the learning environment, as well as
the community’s engagement in the educative process. This Domain expects teachers to identify and respond to opportunities that
link teaching and learning in the classroom to the experiences, interests and aspirations of the wider school community and other
key stakeholders. It concerns the importance of teachers’ understanding and fulfilling their obligations in upholding professional

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ethics, accountability and transparency to promote professional and harmonious relationships with learners, parents, schools and the
wider community.

Domain 7. Personal Growth and Professional Development

-focuses on teachers’ personal growth and professional development. It accentuates teachers’ proper and high personal regard for
the profession by maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity. This Domain
values personal and professional reflection and learning to improve practice. It recognizes the importance of teachers’ assuming
responsibility for personal growth and professional development for lifelong learning.

1. How is the Mission Statement of your school translated into your classroom teaching and activities?
How are the expectations and goals communicated to the stakeholders and community? Provide evidence
to support your claims.

2. Among the seven domains of PPST, which one would you like to enhance as part of your career
development? Provide evidence to buttress your claim.

→ How do you define effective teaching?

→ Should it be restricted to teaching in the classroom only?
→ Is effectiveness best viewed in relation to the teacher’s influence on student academic outcomes?
→ What educational outcomes do you look at?

WHAT IS EFFECTIVE TEACHING?

-Effective teaching is the ability to improve student achievement (Good, Wiley, & Florez, 2009).
-Effective teaching is oriented to and focused on students and their learning (Devlin & Samarawickrema, 2009).

Six Major Dimensions of Effective Teaching (Young & Shaw, 1999)

1. Value of the Subject

2. Motivating Students
3. Comfortable Learning Atmosphere
4. Organization of the Subject
5. Effective Communication
6. Concern for Student Learning

Instructional Planning- is the ability of the teacher to visualize and forecast into the future of what, why, and how of the
teaching-learning process.
Importance of instructional Planning:
• Provides for logical sequencing and pacing of lessons
• Provides direction for teachers
• Correlates instructional events
• Presents a comprehensive, integrated and meaningful content at an appropriate level

Components of Instructional Planning

• Teachers’ attitudes, beliefs, orientations, and teachers’ social background
• Pupils’/students’ age, background, knowledge, motivational level of interest
• Type of content that influences the planning process, textbook, and other instructional materials
• Learning content characterized by the subject matter guidelines
• Material resources which include equipment/tools for teaching
• Time frame which is considerable
Types of Instructional Planning

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 Methods and Teaching
• Methods and Teaching are inseparable.
• Method is an integral part of teaching.
• It influences a teacher’s entire performance in a given learning situation.
• Teachers must be knowledgeable and proficient in employing a wide variety of teaching methodologies.
• It refers to the vital role of teachers in engaging students in activities that will enable them to acquire knowledge and
skills, while at the same time develop values and attitude.

Strategy stands for a carefully devised plan of action to achieve objectives in the battlefield. It includes all approaches that a
teacher may take to actively engage students in learning. These strategies drive a teacher’s instruction as s/he works to meet
specific learning objectives.

Method is a systematic plan to achieve learning objectives. It is a procedure that must be followed strictly to attain the goal. It is a
well-planned procedure that guides the direction in the undertaking of learning activities.

Technique is the art style or manner of a teacher’s performance in following a procedure, it includes one’s ability or expertise in
carrying out a task in a cautious and watchful ways.

CLASSIFYING METHODS
Teaching methods may be classified as to the following:
1. Where suitably undertaken
-Laboratory room, Field/ community, Library/Examining printed materials, Classroom-based/out of classroom

2. Focused Participants: Individual or Group

-Inviting a specialist, lecture, team- teaching, cooperative learning, writing journals, peer-tutoring

3. Action- based
-Role playing, socio-drama, simulation, game, projects, direct instruction

4. Technology based
-Using audiovisual media, experiential teaching approach, microteaching

5. According to goals
COGNITIVE-Research, special reports, lecture, readings
AFFECTIVE- journals, narrative, cooperative learning, creative writing
PSYCHOMOTOR-Experimenting, projects, simulation, collection

6. According to time available

-1 Class period, 2 or 3 days

General Classification
and Characteristics

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What are the different learning behaviors? How do teachers determine them?

Benjamin Bloom's Taxonomy of Behavioral Objectives- In 1956, Benjamin Bloom headed a group of educational psychologists
who developed a classification of levels of intellectual behavior important in learning. This became a taxonomy including
three overlapping domains: cognitive, affective, and psychomotor.

• Cognitive learning is demonstrated by knowledge recall and the intellectual skills: comprehending information,
organizing ideas, analyzing and synthesizing data, applying knowledge, choosing among alternatives in problem-solving,
and evaluating ideas or actions. This domain on the acquisition and use of knowledge is predominant in the majority of
courses. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the
lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as
evaluation.
✓ Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce
state.
✓ Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate,
review, select, translate,
✓ Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch,
solve, use, write.
✓ Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish,
examine, experiment, question, test.
✓ Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan,
prepare, propose, set up, write.
✓ Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support,
value, evaluate.

• Affective learning is demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern, and
responsibility, ability to listen and respond to interactions with others, and ability to demonstrate those attitudinal
characteristics or values which are appropriate to the test situation and the field of study. This domain relates to emotions,
attitudes, appreciations, and values, such as enjoying, conserving, respecting, and supporting. Verbs applicable to the
affective domain include accepts, attempts, challenges, defends, disputes, joins, judges, praises, questions, shares, supports,
and volunteers.
accept try adopt seek participate test share visit
ask weigh join recommend reflect suggest select volunteer

• Psychomotor learning is demonstrated by physical skills: coordination, dexterity, manipulation, grace, strength, speed;
actions which demonstrate the fine motor skills, such as use of precision instruments or tools, or actions which evidence
gross motor skills, such as the use of the body in dance or athletic performance. Verbs applicable to the psychomotor
domain include bend, grasp, handle, operate, reach, relax, shorten, stretch, write, differentiate (by touch), express (facially),
and perform (skillfully), among others.
collect demonstrate dispose exercise create operate
write illustrate compose sketch label transfer
shake draw use perform construct build

How do teachers measure learning outcomes?

What is Assessment?
• The word ‘assess’ comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment, one is supposed to sit
with the learner. This implies it is something we do ‘with’ and ‘for’ students and not ‘to’ students (Green, 1999).
• Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’
responses to an educational task (Harlen, Gipps, Broadfoot, & Nuttal,1992).
• Formative and summative assessment are interconnected. They seldom stand alone in construction or effect.
• The vast majority of genuine formative assessment is informal, with interactive and timely feedback and response.
• It is widely and empirically argued that formative assessment has the greatest impact on learning and achievement.

Formative Assessment
• Assessment for learning
• Taken at varying intervals throughout a course to provide information and feedback that will help improve:
✓ the quality of student learning
✓ the quality of the course itself
• “…learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in
good practice" (Angelo & Cross, 1993).
• Provides information on what an individual student needs:
✓ to practice
✓ to have re-taught
✓ to learn next

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 Summative Assessment
• Assessment of learning
• Generally taken by students at the end of a unit or semester to demonstrate the "sum" of what they have or have not
learned.
• Summative assessment methods are the most traditional ways of evaluating students’ work.
• "Good summative assessments - tests and other graded evaluations - must be demonstrably reliable, valid, and free of
bias" (Angelo & Cross, 1993).
• Forms of Summative Assessment: Performance Assessment, Portfolio, Traditional Tests

GARDEN ANALOGY: If we think of our children as plants …

• Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and
analyze measurements but, in themselves, these do not affect the growth of the plants.
• Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs -
directly affecting their growth.

MARZANO’S NINE INSTRUCTIONAL STRATEGIES

Robert Marzano- a leading American educational researcher
- designed a model for teaching effectiveness

According to his research data, effective teachers:

✓ set goals. ✓ provide feedback.
✓ communicate high expectations. ✓ engage and maintain relationships with students.
✓ establish and maintain classroom rules.

What are the strategies for effective teaching?

1. Identifying Similarities and Differences
→ Presenting students with explicit guidance in identifying similarities and differences
→ Asking students to identify similarities and differences

What is its value?

✓ The ability to break a concept into its similar and dissimilar characteristics allows students to understand
complex problems by analyzing them in a more simple way.
2. Summarizing and Note-Taking
→ Asking students to delete, substitute, and keep information
→ Allowing them to analyze information at a fairly deep level
→ Using notes as study guides for tests

What is the value of both?

✓ Both skills support increased comprehension by asking students to identify what is essential and then put it in
their own words.
3. Reinforcing Effort and Providing Recognition
→ Effort
-Keeping track of students’ efforts and achievements (charts on board, gradebooks)
→ Recognition
-Personal -Specific -Immediate or prompt

What can teachers do?

✓ Teachers need to help students see the relationship among effort, achievement, and recognition.

4. Homework and Practice

→ Having a clear homework policy and outcome
→ Setting a purpose or goal
→ Giving feedback

What can be done?

✓ Practice supports learning.
✓ Homework needs to be intentional.

5. Nonlinguistic Representations
→ Graphic organizers → Kinesthetic → Physical models
→ Diagrams activities → Pictures

What can be done?

✓ Teachers incorporate visuals, images, photographs, and pantomimes to reinforce concepts and vocabulary.

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6. Cooperative Learning
→ Individual and group accountability
→ Interpersonal and small group skills
→ Group processing

What is the value?

✓ Research shows that organizing students into cooperative groups yields a positive effect on overall learning.

7. Setting Objectives and Providing Feedback

→ Corrective—provide a correct answer or an explanation of what is valid and what is not.
→ Feedback should be criterion-referenced as opposed to norm-referenced.
→ Students could provide some of their own feedback.

What can be done?

✓ Teachers set objectives that are adaptable to student learning goals and provide feedback towards those goals.

8. Generating and Testing Hypotheses

→ Asking students to clearly explain their hypotheses and their conclusions
→ Using varied structured tasks to guide students through generating and testing hypotheses
-Problem solving -Invention
-Historical investigation -Decision making

9. Cues, Questions, and Advance Organizers

→ Focusing on what is important as opposed to what is unusual
→ Using “higher level” than “lower level questions” to produce deeper learning
→ Allowing students some “wait time”
→ Asking questions before a learning experience
→ Helping students tap into their background knowledge to make sense of information

CLASSROOM MANAGEMENT: A CONSTRUCTIVE APPROACH

Tips to enhance classroom management

✓ Talk to the learner immediately after class. This is important to stop the misbehavior and reestablish positive
discipline.
✓ Show compassion and encouragement.
✓ Make your learners feel they are important.
✓ Identify the reasons behind the learners’ behavior by asking them why they behave that way.
✓ Knowing how they feel will help you understand why they did such action.
✓ Listen and let them feel safe and respected by not sharing with others what they have told you.
✓ Your learners confided in you because they trust you.
✓ Do not tell learners that they will fail if they do not change their behavior: this sounds like a threat.
✓ Elicit from them the possible consequences of the action.
✓ Guide them in finding solutions to the problem.

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 ✓ Consider using effective instructional strategies.

→ Factors Causing Learners’

Challenging Behavior

→ Managing learners’
challenging behavior

CASE: A Learner Wandering Around

John, in Teacher Leah’s Grade 1 class, refuses to sit down. He roams around
while Teacher Leah reads a story. He is distracting other children in the class.
Teacher Leah tells the class that there will be a game after her reading of the
→ Managing Learner story. She makes sure that John hears what she said to get his attention. And she
Behavior Using Positive and is right, John looks at her. “But you have to listen very carefully before you
Non-Violent Discipline could join the game later,” she adds. John remains standing and keeps on
teasing his classmates. Teacher Leah announces that winners from the game
will be awarded. John’s eyes get big and he looks interested in what he just
heard. He goes to his chair and begins to listen to his teacher. Teacher Leah
approaches him and tells him that he will be joining the game later. She
encourages him to listen very carefully so he could answer the questions. John
excitedly nods and smiles at her.
What can be done?
A learner who has an extremely high energy level acts impulsively and distracts other learners is another challenging
situation in the classroom that teachers need to deal with. With this kind of learner, it is important to keep in mind that, most
of the time, this learner is not aware that he/she is misbehaving. This is the given situation where the teacher is able to manage
the learner behavior constructively by applying positive discipline. The teacher must reconsider his/her instructional strategies
by focusing on how to make learners actively use their mental and physical energies.

Principles of Classroom Management

✓ Managing learner behavior is a challenging task.
✓ Even the most experienced teacher knows that positive discipline does not just happen overnight.
✓ Managing learner behavior is a learned skill which every teacher must master.
✓ Classroom management begins even before the learners enter the classroom.
✓ Teachers have their own ways of managing learners’ behavior but it has to be kept in mind that learners need to feel valued
and respected as individuals.

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 ✓ Effective teachers choose positive and non-violent discipline that encourages positive behavior and motivate learners to
feel good about themselves and the decisions they make.

SCHOOL CULTURE versus SCHOOL CLIMATE

(www.ascd.org)

School Culture: refers to the way teachers and staff members work together and the set of beliefs, values, and assumptions they
share.

School Climate: refers to the school’s effects on students including teaching practices; diversity and the relationships among
administrators, teachers, parents, and students.

A positive school climate and school culture promote students’ ability to learn.

Where does school improvement emerge?

➢ School improvement emerges from the confluence of four elements: strengthening of teachers’ skills, systematic
renovation of curriculum, improvement of the organization, and involvement of parents and citizens in a responsible
school-community partnership.
➢ Underlying all four strands is a school culture that either energizes or undermines them.

What gives shape and direction to a school’s culture?

➢ Giving shape and direction to a school’s culture is a clear, articulated vision of what the school stands for, embodying
core values and purposes.

➢ If core values are the fuel, then school culture is the engine.

12 Norms of school culture

1. Collegiality
“In this school, the professional staff help each other. We have similar challenges and needs and different talents and
knowledge. When I was having problems with cliquishness among girls, I brought it up at lunch and got some excellent ideas
from the other teachers. I wasn’t afraid to bring it up because I know people here are on my side."

2. Experimentation
“Teaching is an intellectually exciting activity. Around here we are encouraged by administrators and colleagues to experiment
with new ideas and techniques because that is how teachers and schools improve. And we can drop experiments that do not
work and be rewarded for having tried….”
3. High Expectation
“In this school, teachers and administrators are held accountable for high performance through regular evaluations. We are
specifically expected to practice collegiality and to experiment with new ideas. We are rewarded when we do and sanctioned if
we don’t. Our continued professional development is highly valued by the school community. While we often feel under
pressure to excel, we thrive on being part of a dynamic organization.”

4. Trust and confidence

“Administrators and parents trust my professional judgment and commitment to improvement-no matter how effective I already
am– and show confidence in my ability to carry out my professional development and to design instructional activities. We are
encouraged to bring new ideas into our classes and given discretion with budgets for instructional materials.”

5. Tangible support
“When I need help to improve my instructions, people extend themselves to help me with both time and resources. Indeed,
when resources become scarce, professional development remains a priority. Around here people believe that professional
knowledge and skills of teachers are so important to good schooling and that developing human resources is a high and
continued commitment. Despite financial constraints, we still have sabbaticals, summer curriculum workshops, and funds to
attend professional conferences.”

6. Reaching out to the knowledge base

“There are generic knowledge bases about teaching skills and how students learn: about teaching methods in particular areas;
about young people’s cognitive and affective developments; and about each of the academic disciplines. These knowledge
bases are practical, accessible, and very large. Teachers and supervisors are continually reaching out to them to improve their
teaching and supervision.”

7. Appreciation and recognition

“Good teaching is honored in this school and community. The other day I found a short note from the principal in my mailbox:
When Todd and Charley were rough-housing in the hall you spoke to them promptly and firmly yet treated them maturely by
explaining, the whys of your intervention. It really makes our grown-up talk about respect, which means something when
teachers take responsibility for all kids the way you do. He just observed that incident for a minute, yet took time to give me

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 feedback. Things like that make me feel there is a real value placed on what I do with students. I am recognized for my efforts
and achievements in the classroom and the school.”

8. Caring, celebration, and humor

“There are quite a number of occasions when we show our caring for each other and awareness of significant events in each
other’s lives, as well as celebrating benchmarks in the life of the school. We often have these short but satisfying little gatherings
in the teacher’s room before the kids come in. There is a lot of humor and laughing together in this school.”

9. Involvement in decision making

“I am included in certain meaningful decision-making processes in this school, especially when they directly affect me or my
kids. That doesn’t mean I am consulted on all policies or decisions; but to tell you the truth, I don’t want to be- I’d never get all
of my own work done. But when I am consulted, it’s not a phony gesture; my input is taken seriously.”

10. Protection of what is important

“Administrators protect my instruction and planning time by keeping meetings and paperwork to a minimum. In fact, we don’t
even have faculty meetings in the usual sense… certainly not just for business and announcements. Those needs get covered
by memos and word-of-mouth contact with the principal. When we do meet, it is for curriculum and instruction purposes, often
in small groups like the study group on learning styles I was in last spring.”

11. Traditions
“There is always something special to look forward to as I scan the calendar. Be it a fair, a trip, or a science Olympiad, there
are events coming up that students and teachers alike see as refreshing or challenging and a definite change of pace. Some of
these traditions are rooted in ceremony, others in activity. They exist both in the curriculum as grade-level projects or activities
and as recurrent events within the life of the school.”

12. Honest, Open communication

“I take responsibility for sending my own messages. I can speak to my colleagues and administrators directly and tactfully
whenever I have concern without fear of losing their esteem or damaging our relationship. Around here people can disagree
and discuss, confront and resolve matters in a constructive manner and still remain supportive of each other. And I can listen
to criticism as an opportunity for self-improvement without feeling threatened.”

EDUCATIONAL PHILOSOPHIES AND SUPERVISORY BELIEFS

Beliefs about education
→ Effective instruction depends on the school and teacher instructional goals.
→ Instructional goals are ultimately based on beliefs concerning the purpose of education, what should be taught, the nature
of the learner, and the learning process.

The purpose of instruction is to:

→ transmit a prescribed body of basic knowledge, skills, and cultural values to students;
→ develop student growth, especially in inquiry and problem-solving skills; and
→ meet students’ individual needs.

Beliefs about supervision

→ Most supervisors are former teachers.
→ Their views about learning, the nature of the learner, knowledge, and the role of the teacher influence their view of
supervision.

The purpose of supervision is to:

→ monitor teachers to determine if their instruction includes the elements of effective instruction;
→ engage teachers in mutual inquiry aimed at the improvement of instruction; and
→ foster teacher reflection and autonomy and facilitate teacher-driven instructional improvement.

Educational Philosophy
→ A philosophy about education requires a systematic, critical thinking about educational practice.
→ A teacher’s educational philosophy helps the educator interpret, find meaning, and direct the daily work of the classroom.

Philosophy and Teacher Professionalism

→ All professions have philosophical underpinnings.
→ Educational philosophy is one important aspect of teacher’s professional knowledge.

RELATIONSHIP AMONG PHILOSOPHY, CONTROL, AND SUPERVISION

ESSENTIALISM
→ In terms of supervision, it emphasizes the supervisor as the person who teaches truth about teaching to teachers.

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 → Teachers are handled mechanistically to systematize and feed content to students.
→ As teachers digest these teaching truths, they move closer to being a good teacher.

EXPERIMENTALISM
→ Supervisors view schools as laboratories for working with teachers to test old hypotheses and to try new ones.
→ They work democratically with teachers to achieve collective ends that will help everyone.

EXISTENTIALISM
→ As applied to supervision, this means full commitment to individual teacher choice.
→ Teachers must learn from themselves.
→ Supervisors help when needed, protect the rights of others to self-discovery, and encounter the teacher as a person of full
importance.
Relationship among Philosophy, Control, and Supervision

Approaches to Supervision
➢ Directive Supervision- is an approach based on the belief that teaching consists of technical skills with known standards
and competencies for all teachers to be effective. The supervisor’s role is to inform, direct, model, and assess teaching
competency.
When to use directive:
✓ When the teachers are functioning at very low developmental levels
✓ When teachers do not have awareness, knowledge, or inclination to act on an issue

➢ Non-directive Supervision- considers learning as a private experience in which individuals must come up with their own
solutions to improving the classroom experience for students. The supervisor’s role is to listen, be non-judgmental, and
provide self-awareness and clarification for teachers.
When to use non-directive approach:
✓ When the teacher or group is functioning at a highly developmental level
✓ When the teacher or group possesses most of the knowledge and expertise about the issue and the supervisor’s
knowledge and expertise is minimal

➢ Collaborative Supervision- is based on the belief that teaching is primarily problem solving. The supervisor’s role is to
guide the problem-solving process, be an active member of the interaction, and keep the teachers focused on their common
problems.
When to use collaborative approach
✓ When the teacher or group is functioning at a highly developmental level
✓ When the teacher or group possesses most of the knowledge and expertise about the issue and the supervisor’s
knowledge and expertise is minimal

SUPERVISORY STYLES

➢ DIRECTIVE CONTROL: directs the teacher in what will be done, standardizes the time and criteria of expected results
➢ DIRECTIVE INFORMATIONAL: directs the teacher with the alternative, after selection the supervisor standardizes
➢ COLLABORATIVE: uses non directive behaviors but participates in the discussion by presenting his or her own idea
and controlling over the decision that is shared by all
➢ NON-DIRECTIVE: supervisor listens, clarifies what the teacher says, encourages the teacher to speak more about the
concern, and reflects by verifying the teacher's perception

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 Given the norms in your school culture, your school climate, the nature of learners, and the kind of teachers along with
your personal characteristics, which of the supervisory approaches or styles would you adopt if you were given the chance
to become a supervisor? Limit your write up to 150-200 words only.

WHAT IS SUPERVISION?
“Supervision is the guide that holds a successful school together… a process by which some persons or groups of people are
responsible for providing a link between individual teacher needs and organizational goals so that individuals within the school can
work in harmony toward their vision of what the school should be” (Glickman, 1990).

WHAT ARE THE DUTIES AND RESPONSIBILITIES OF TEACHERS AND SUPERVISORS?

Teachers are expected to:
✓ review the Classroom Observation Rubric appropriate to their career stage.
✓ understand the observation process.
✓ prepare for and participate in each step of the observation process.
✓ prepare and provide the lesson plan for observation.

Supervisors are expected to:

✓ review the observation process and ensure that all steps are correctly followed.
✓ review and understand the Classroom Observation Rubric and the different forms to be used at different stages in the
observation: Observation Notes Form, Rating Sheet, and Inter-Observer, Agreement Form (to be used if there is more than
one observer).
✓ rate the teacher using the Rating Sheet, identify the teacher’s strengths and areas for improvement, and then make
recommendations for improving performance, as guided by the COT-RPMS rubric.
✓ ensure that the Classroom Observation Forms (Observation Notes Form, Rating Sheet, and Inter-Observer Agreement
Form) contain accurate information about the teacher and the class observed.
✓ meet with the teacher after the observation to discuss the results of the observation.

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Duties and Responsibilities of Instructional Supervisors/Leaders
✓ Do supervisory work from which teachers get immediate support for their professional development. They may be external
or internal to school.
✓ External to the school, instructional leaders include education supervisors and district supervisors, while the internal to the
school includes principal, department chairs, school heads, master teachers, and teacher leaders themselves.
✓ Individually, each has a specific duty as embodied in the duties and responsibilities but each has a common task: that of
instructional supervision.
✓ They may differ in their areas of jurisdiction, but their main goal is to assist a teacher in improving teaching.

10 STANDARDS for INTRUCTIONAL SUPERVISION

✓ Standards for instructional Supervision will serve as a guide to the entire developmental process of supervision, the
instructional leaders and the teachers who will get the support.
✓ The standards comprehensively cover both the culture and the process of supervision in the context of Philippine Education.
✓ Standards have considered global perspectives as well as local cultural uniqueness which is truly Filipino and are linked to
the National Competency-Based Standards for Teachers (NCBTS), now the Philippine Professional Standards for Teachers
(PPST)
✓ The ultimate goal of instructional supervision is the improvement of instruction for enhanced learning outcomes.

1. DEMOCRATIC SUPERVISION
Successful Supervision
1.1 Recognizes that instructional supervision is a teacher support function to nurture teachers’ leadership and autonomy.
1.2 Promotes and facilitates activities for the development of self-directed teachers as professionals and instructional
learners.
1.3 Utilizes procedures that promote open communication and collaboration and mutual trust.
1.4 Recognizes teachers’ strengths and needs and provides opportunities for growth in a supportive learning environment.

2. COLLEGIALITY and COLLABORATION

Successful Supervision
2.1 Supports collegial relationships among teachers and instructional leaders.
2.2 Encourages teachers and other school personnel to collaborate in the improvement of instructional practices in schools.
2.3 Promotes a culture of cooperative work among teachers, superiors, learners, and other stakeholders.
2.4 Develops professional relationships among peers that nurture openness, trust, respect, and integrity.

3. PROFESSIONAL DEVELOPMENT and TEACHER SUPPORT

Successful Supervision
3.1 Engages teacher in the planning, designing, and evaluation of individual professional development programs.
3.2 Provides opportunities for dialogue among teachers and instructional leaders on curriculum, teaching, and learning.
3.3 Provides differentiated professional development activities to address career pathing, teaching assignment, adult
learning and teaching styles, interest, needs, among others.
3.4 Encourages teachers to engage in self-assessment and personal relations to guide their own professional development.

4. ETHICAL TEACHING
Successful Supervision
4.1 Establishes healthy supervisory relationship in self-assessment among teachers based on respect and trust in their
personal and professional competence.
4.2 Encourages teachers to establish good relationships with student peers and superiors.
4.3 Encourages teachers to translate the curriculum into meaningful learning that fosters students’ sense of identity, self-
esteem, self-respect, and self-worth as lifelong learners.
4.4 Upholds the practice of the Code of Ethics for Professional.

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 5. INQUIRY and REFLECTIVE TEACHING
Successful Supervision
5.1 Reviews actions and accepts feedback in an atmosphere of collegiality and collaboration.
5.2 Upholds responsibility and willingness to accept decisions on supervisory actions.
5.3 Inquires about the effects, implications of actions, or decisions on others (e.g., colleagues, teachers, students, etc.) as a
guide for future decisions.
5.4 Encourages teachers to inquire on good practices and to pursue better alternatives for the improvement of teaching and
learning.

6. DIVERSITY OF TEACHERS AND LEARNERS

Successful Supervision
6.1 Encourages the development and use of differentiated forms of supervision.
6.2 Provides opportunities for teachers and students to develop values, knowledge, and skills in recognizing diversity
among peers.
6.3 Provides systematic assessment and constructive feedback to teachers about their personal and professional strengths
and needs.
6.4 Promotes the use of comprehensive approaches strategies resources to ensure that ethic and cultural diversity are
considered in teaching and adult learning.

7. CLINICAL SUPERVISION
Successful Supervision
7.1 Requires a thorough understanding of the diversity among teachers and learners and the context where teaching-learning
occurs.
7.2 Requires comprehensive understanding and use of pedagogy to accomplish instructional goals for better learning
outcomes.
7.3 Encourages meaningful decisions of student learning progress and appropriate teaching strategies for diverse learners.
7.4 Provides developmental instructional models which address the dimensions of teaching and learning and appropriately
modify feedback processes.

8. FORMATIVE TEACHER EVALUATION

Successful Supervision
8.1 Employs differentiated procedures for teacher formative evaluation which are appropriate to respective levels of
teachers’ professional development.
8.2 Ensures that the teacher formative evaluation report is fair and complete in addressing both strengths and needs of
teachers.
8.3 Ensures that formative evaluation procedures are well defined, articulated, and clearly communicated to teachers and
administrations.
8.4 Utilizes the formative evaluation results to provide continuous instructional support to teachers’ professional
development activities.

9. CURRICULUM SUPERVISION
Successful Supervision
9.1 Clarifies the aims of education, the nature of knowledge, the role of teachers, and purposes of the curriculum.
9.2 Encourages close collaboration between teachers and instructional leaders in the process of curriculum development,
implementation, and evaluation.
9.3 Fosters continuous and open deliberation on curriculum issues and problems by connecting theory and practice.
9.4 Ensures equitable access to knowledge for all students regardless of race, gender ethnicity, special needs, or social class.

10. TEACHER ACTION RESEARCH

Successful Supervision
10.1 Encourages the conduct of action research as a strategy to improve instruction and for professional development.
10.2 Promotes reflection and self-assessment throughout the action research process.
10.3 Employs action research to enhance decision making and solving critical problems.
10.4 Encourages the utilization of the results of action research in the solution of immediate educational problems.

PROCESSES IN CLASSROOM OBSERVATION

How is classroom observation done in your school?
What processes are followed?
What tool and criteria for teaching evaluation are used?

What are the processes in Classroom Observation?

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→ At the beginning of the RPMS cycle, the Rater and the Ratee must plan and agree on the schedule of classroom
observation for the whole rating period. In the event that the agreed observation did not push through due to unforeseen
circumstance, they must reschedule it at the soonest possible time.

Classroom Observation Tools

in the RPMS Cycle

WHAT ARE BEING OBSERVED IN THE

CLASSROOM?
LENSES OF CLASSROOM OBSERVATION
(Bago, 2008)
Learning Climate
- facilities and materials
- class rules and procedure observed by students
- interaction between teacher and students or among
students
- teacher's expectation of class

Classroom Management
- student behavior
- cleanliness and orderliness of the environment
- smooth flow of the lesson
- observance of class rules and procedure

Lesson Clarity
- sequence of lessons
- suitability of strategies
- effective use of audio-visual aids
- questioning techniques
- students' understanding of concepts or theories

Variety
- provisions for different modes of learning
- use of attention-getting devices
- variations in the use of nonverbal language
- different uses of rewards

Task Orientation
- maximization of instructional tasks
- effectiveness of the teacher in maintaining the smooth flow
of the lesson and in preventing student misbehavior

Student Engagement
- exercises, problem sets, seatwork, group activities
- monitoring of activities
- provision of feedback to guide students

Student Success
- promptness of feedback and corrections
- maintenance of classroom pacing and momentum

16 Higher Thought Processes

- assessment of activities and questions that require critical
 Principles of Classroom Observation
(Bago, 2008)
1. Good supervision depends on reflective thought and discussion of observed behavior.
2. The use of observation instruments provides teachers with data on their classroom behaviors that enhance their understanding of
and commitment to instructional improvement.
3. Observation involves the factual description of what has occurred, alongside its interpretation.
4. Conclusions about behavior should be based on the description of behavior observed.
5. The choice of observation instrument is a collaborative responsibility of both the supervisor and the teacher.
6. Observation is a skill developed through training and practice.
7. Not all classroom behaviors can be observed.
8. Feedback is an essential element for successful observation.
9. Multiple observations with different foci of interests are necessary.

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