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Cas 101

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11 views4 pages

Cas 101

Uploaded by

Beverly Bastian
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Republic of the Philippines

EULOGIO “AMANG” RODRIGUEZ INSTITUTE OF


SCIENCE AND TECHNOLOGY
Cavite Campus

Graduate Program: Master of Arts in Education – major in Administration


and Supervision
Subject: CAS 101 – Educational Leadership
Topic: Differentiated Models of Instructional Supervision
Reporter: Beverly D. Bastian
Professor: Dr. Agnes N. Coo

I. INTRODUCTION

This document discusses different models of supervision in education.


Three definitions are provided that emphasize administration, instruction, and
leadership. Clinical supervision and peer supervision models are then
described in detail. Clinical supervision aims to improve instruction through a
cyclical process of planning, observation, analysis, feedback, and reflection.
Peer supervision involves teachers working together for mutual professional
development as colleagues at the same level, to reduce isolation and
encourage risk-taking. The key aspects of starting a successful peer
supervision program are discussed.

II. OBJECTIVES

a. Define the different models of instructional supervision.


b. Give different examples of instructional supervision.
c. Discuss the usefulness of each model.
III. CONTENT

MODELS OF INSTRUCTIONAL SUPERVISION

Instructional supervision is the process of assisting teachers in the form


of guidance, direction, stimulation, or other development activities to
develop and improve the teaching and learning process and situation
for a better one (Archibong, Citation2012).
-it is a type of in-service education to improve teacher competence.
- Group supervision techniques are applied when there is a large
number of teachers who are involved through trainings, workshops,
upgrading programs, teacher meetings, and others; while individual
supervision develops a teacher individually. Some examples of this
technique are self-evaluation, self-reflection, independent development,
and so on. From the communication side, it can also be divided into
two, namely direct and indirect techniques. Direct technique is a
process of supervision between teachers and supervisors
communicating directly through teacher’s meetings, workshops, and
trainings. Indirect technique is a process of supervision activities using
communication media; for example supervision bulletin, job libraries,
and many more.

f instructional supervision practices by the school head is to improve schools and students’
achievements by helping teachers to deliver adequately in their role performance

teacher role performance refers to the development of good instructional documents, effective
lesson delivery, regular assessment of students, regular and punctual school and class attendance,
effective use of instructional time, and exhibiting good working relations. In effect, instructional
supervision gives teachers opportunities to collaborate, set goals, understand how their students learn
and become better teachers through improvement in their role performance

A. Clinical Supervision
Clinical supervision is a method of supervision whereby the supervisor is involved with
the teacher in a close, “helping, relationship”. Essentially, clinical supervision in
education involves a teacher receiving information from a colleague who has observed
the teacher’s performance and who serves as both a mirror and a sounding board to
enable the teacher critically examine and possibly alter his or her own professional
practice. Within the context of such supervision, ideas are shared and help is given in
order to improve the teacher’s ability through the analysis of objective data that is
collected during the observation. It might interest us to note 2 that the use of clinical
supervision as a method for improving instruction has a fairly recent history in the
United States. The earliest application began with Morris Cogan and Robert
Goldhammer at Harvard University in the 1960s and continued later at the University of
Pittsburgh and other institutions. As recorded by Glickman et al., (2001 p.324) Congan’s
Clinical Supervision 1973 and Robert Goldhammer’s book, also entitled Clinical
Supervision (1969), are publications resulting from this pioneer work. Their efforts were
stimulated by frustrations they encountered as university supervisors trying to help
teachers who were beginners succeed. Goldhammer and Cogan borrowed the term
“clinical supervision” from the medical profession, where it has been in use for decades,
to describe a process for perfecting the specialized knowledge and skills of practitioners.
Although Clinical supervision is used almost in all levels of school of thought, it is
increasingly used and successfully too by mentor teachers, peer coaches, and teacher
colleagues who believe that a fresh perspective will help to improve classroom success.
However to make this model of supervision work, supervisors must be willing to spend
considerable time working with individual teachers on classroom problems or issues
that the teachers themselves have identified and about which they want more
information. In doing so, the supervisor must have better planning, data-collecting and
good analysis of same, and then human relations skills to boost his/her efforts.
(Goldhammer, Anderson, and Krajewski, Clinical Supervision: 1980 p.19).
B. Peer Supervision

C. Direct Supervision

 direct supervision practices of heads contributes to improvement of the education sector.


 IN WHAT WAY? school heads’ direct supervision improves the quality of teachers and
teaching, facilitates students’ academic performance and provides the opportunity to
monitor teachers’ instructional work.
 classroom visits enable head teachers to interact with teachers, determine whether
teachers are issuing sound instruction and provide feedback to help teachers correct
highlighted issues.
 direct supervision of teachers led to improvement in teacher lesson preparation, regular and
punctual class attendance and participation in school community relations.

D. Administrative Supervision

IV. Kj,hj

https://www.slideshare.net/slideshow/models-of-supervision-78681555/78681555

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