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Module 11 Assignment

The document discusses two teachers analyzed using indicators of commitment and abstraction. The first teacher, Madam Joan Dale, has high abstraction but low commitment. She is well-educated but complacent and seeks to reduce responsibilities. The second teacher, Ms. Maria Cecilia, has high levels of both abstraction and commitment. She goes above and beyond in her roles and is enthusiastic about improving. The author plans to use non-directive supervision with Ms. Cecilia to help improve her instruction given her strong qualities.

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Emily Tabamo
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422 views

Module 11 Assignment

The document discusses two teachers analyzed using indicators of commitment and abstraction. The first teacher, Madam Joan Dale, has high abstraction but low commitment. She is well-educated but complacent and seeks to reduce responsibilities. The second teacher, Ms. Maria Cecilia, has high levels of both abstraction and commitment. She goes above and beyond in her roles and is enthusiastic about improving. The author plans to use non-directive supervision with Ms. Cecilia to help improve her instruction given her strong qualities.

Uploaded by

Emily Tabamo
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Using the indicators on high and low levels of commitment and

abstraction provided in the module, I tried to group my teachers


according to the four teacher categories in the quadrant. Considering that
most of my teachers are more than 3 years in the service, I don’t find
anyone with low level of abstraction. There are 8 with high level of
abstraction yet low level of commitment and 4 with high level of
abstraction and high level of commitment. Then, I chose two teachers
that do not belong to the same category.
PART I

Analytical Observer

Madam Joan Dale


She is a registered guidance counselor (RGC), however she was not hired as RGC but as
Teacher I. Aside from her Guidance Counselor designation are the GAD, Adolescent
Repreductive Health and Child Protection Coordinatorship. She also handled our mini-library.
She graduated from Xavier University, Ateneo de Cagayan University, one of the many
reasons for her to be considered as a teacher of High Abstraction. In terms of teaching pedagogy,
I considered her methods and practices as exemplary. How she delivers the curriculum to her
class is commendable. She is a good communicator which enable her learners to gain the best
learning experience. She is very soft-spoken. She is our DepEd Order interpreter at times. She
can easily simplify the interpretation of several issuances whenever the team seemed to be
confused of.
Perhaps due to her being a guidance counselor, she knows how to handle concerns with
parents and the community. I considered her as a Master Teacher in the making. In terms of
curriculum and standards she has a lot of what it takes. She is a dependable woman. In planning,
I am so impressed in her way of quickness and wit in suggesting solutions to school problems
we encountered. In every, endeavor and challenges in the school, her sweet voice is among the
most anticipated and listened to.
On personal note, growing as the only child, she has the tendency to be quite a brat while
maintaining a balance in her relationship with her colleagues. She drives her top of the line Terra
SUV. Not being so nosy over her daily OOTD (outfit of the day) matching jewelries, I noticed
she seems to have not repeated a single wrist watch and necklace. All these not to sound envious
nor getting beyond supervision but all I could say she is not far from being well-off. What’s the
best thing about her is, she remained grounded. The humility is at its finest in contrast to her
bratty looks. She admitted that she and her husband who is a an award winning senior police
officer has recently been separated. I don’t consider it as a major distractor for her to perform
better in school. However, I believe it has been one of the contributing factors for her low level
of commitment in improving her performance. Still, the passion is evident but no longer in high
spirit. She is quite complacent and contented. If there are new issuances, she has the tendency to
interpret it the other way around. Sometimes her points are quite convincing to be honest because
she has all the intellectual capacity to do so.
On the downside, Madam Joan is not staying in her classroom most of the time. She
spends most of her time in her closest teacher, Mam Sophie. When I conducted a physical
inspection, I found out that the mini-library is not groomed. Books are not arranged. She
depended most of her actions to her close friends. I noticed, that she has some complaints in
terms of submissions and deadlines. She just wanted to have an easy life. She don’t like to be
delegated works other than the designation assigned to her. She don’t like to be commissioned
(although personally at the beginning I find it hard to approach her).
During our first Class Observation pre-observation conference, I was surprised when
she opened up about her lack of motivation to improve her instruction. I assume being a
guidance counselor with high level of abstraction, she knows my intention of approaching her. I
did not prepare anything to orient her about collaborative supervision because I planned to
implement it with the other teacher. Being a good conversationalist, we exceed beyond a simple
introduction about being a furmom to a great shairing about collaboration. I tried to make my
introduction simple, because I was interested in working with her to learn and build deeper
partnerships on the part of her designations like GAD, Adolescent Reproductive Health and
Child Protection programs. Unexpectedly, it becomes the springboard of her concern. She
wanted to be deloaded with some ancillary. So I, figured out one underlying problem of her low
commitment, she seemed to be bombarded with extra loads and paper works. So, I negotiated on
removing the Child Protection Coordinatorship and Adolescent Reproductive Health so she can
focus on the guidance activities such as career guidance orientation to name a few. Collaborative
supervision is the most appropriate approach due to her openness to changes and innovations.
She is more than willing to cooperate as a teamplayer in improving teaching learning process.
She has a lot of brilliant ideas which are beneficial to her as well as for me being a struggling
school leader. Indeed she is an analytical observer.
With these I planned to have collaborative supervision after my personal assessement of
her as analytical observer.

Professional
Ms Maria Cecilia
I fondly called this very active young mom of
two, Makai Lex, after the combination of her
children’s name. I personally chose Cecilia for the implementation of my first ever
developmental instructional supervision. Cecilia is the name given to the craziest teacher you'll
ever meet (in a good way). She's weird. You won't be missing anything if you're with her. Cecilia
is a mixture of both beauty and a great personality. She is very rare, which makes her special.
She's the kind of person that is caring towards others when she wants to, has a good sense of
humor, fun to be around with, and mysterious in some ways. If you need someone to talk to, she
will be there 100% of the time with you. Cecilia is also very shy at first, but once you get to
know her, you'll see that she's the loudest animal living on the planet. Cecilia is a classy
individual with a face that makes people take a double look at her. She can have anyone she
wants, but once she finds the one, she is incredibly faithful and loyal to the one she chooses. Her
words always match her actions, and she is the type of woman to put a smile on your face and
help relax you at the end of the day.
She is the real definition of a teacher walking extra mile. Not just because she is still
young and enthusiastic, but it is really her character to help. With a spirit of volunteerism, she
edited the research papers of the TLE and Science group who qualified for the Division Research
Congress. As an articulate in speech, she also coached the teacher presenter on basic ways of
presentation. Well-rounded in all aspects, Cecilia is generous in sharing her skills in cooking too.
She does not say no to food preparation tasks whenever we are expecting visitors in school. She
goes beyond classroom routines. She even initiated the 4Ps parents to conduct the Pahina.
As the reading coordinator, she coordinated with all the advisers in the implementation of
the school reading program. She is a good team player in the teaching-learning delivery. With all
these, under professional category I am uncertain as to how will I give my technical assistance to
improve her instructional competence. I find her to be much more qualified to supervise certain
group of teachers than me. But with all humility, she is more than willing to submit and improve
her teaching process.
Due to the preparations of face-to-face classes and the issuance of new RPMS guidelines
we put our Instructional Supervision Plan on hold while waiting for the Division Office
instructions. Initially, I already handpicked Ms. Cecilia to be my subject for Developmental
Supervision but I was having a hard time getting through the process because I see her to have a
high level of commitment and high level of abstraction. It is in this premise that I had some
apprehension as to what technical assistance I can render which are beneficial in improving her
instructional competence.
Initially, I plan to informally discuss with her about Non-Directive Supervision.
I waited until her initial statement was made. I verbalize my understanding of the initial
problem. The I waited for an acknowledgement of accuracy from the teacher. Probe for
underlying problem and/or additional information avoiding questions that are really solutions in
disguise. Show willingness to listen further as the teacher begins to identify the real problems.
Encouraging the teacher to keep thinking carefully not to praise as it influences the final
decision. Asking the teacher to think of possible solutions by asking straightforward questions.
Asking the teacher to consider consequences of various actions. Ask the teacher for a
commitment to a decision. Considering commitment should be do-able, feasible, and
accountable. Ask the teacher to set a time and criteria for action. Restate the teacher’s plan. Once
the teacher verifies the restated plan, the session is over

Observation
During her observation, we don’t have face-to-face classes yet so it was her co-teachers who
acted as the learners. I just joined the demo class and without taking notes.
I just went to the class and just sat in the back and oserved without taking notes
uring her observation, we don’t have face-to-face classes yet so it was her co-teachers who acted as the
learners. I just joined the demo class and without taking notes rigidly.
If all employees or teachers were alike it would be easy to determine the most effective supervisory
orientation, however the research impact of various supervisory styles on the teachers perceptions and
behaviors, to say the least is bewildering. In recent years, two critical elements of teacher effectiveness
have been found: teacher's commitment and teacher's ability to think abstractly.

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