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 Answers to Module Assignment 13

#1 1.1 SUPERVISORY NEEDS ANALYSIS

Supervisory Needs Analysis Steps Answers

Purpose of Needs Analysis

After I learned the lessons in this
1. What is/are the reason/s why module, I realized that it is crucial to
you would like to analyze your analyze my needs as a supervisor of
needs as a supervisor of teachers to determine the type of
teachers? supervision I will use that will be
suited to the individual needs of
teachers. Particularly in the different
situations and levels of commitment
and abstraction of teachers, I need to
be conscious of whether I used
various supervision tactics depending
on the demands of the teacher, which
will create an impact on the
professional development of the
teacher.

Myself and My Service Environment

1. What supervisory approach/es The most common supervisory

am I applying? approach I applied before was clinical
supervision, but it is not as detailed as
I do after I learned from this course. I
can do it now with precision, with an
end goal in mind, and hoping to
create impactful learning for teachers.

2. How well am I able to By following the steps, and from what

implement these? I have learned from this course, I will
be able to implement this efficiently
and effectively.

3. What support do I receive from The support that I received from

my teachers? teachers can be seen in their
performance. They were able to
execute their part in the supervisory
plan, they accept feedback, and they
are flexible and open to suggestions.

My Needs as a Supervisor

1. What is the reaction of my The teachers listened very carefully

teachers to the supervisory as I explained the supervisory
approaches I am applying? approaches, they were participative
and willing to learn.

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 2. Is this how I have expected Not really, I thought also that they will
them to behave? feel burdened or hesitant but on
contrary, they are willing to accept
changes for their professional
improvement.

3. How do I close the gap between I was transparent and solution-based

the reactions of my teachers to any cloud of doubts that arise. I
and my expectations? (i.e. was able to do the activity called
between the answers to Q1 and "expectation setting" and with that,
Q2)? we were able to communicate openly
to close the gap.

They are active, willing to learn, they

4. What is the performance of my asked questions, and accept feedback
teachers after I have and suggestions for improvement.
implemented my supervisory
system?
Yes, I was able to achieve the
5. Is this the performance I performance target. Since there was a
targeted to achieve? target setting, we were able to revisit
and reflect on it after.

We were able to establish an

6. How do I close the gap understanding that the supervision
between the answers to 4 and that is provided and will provide is a
5? continuous cycle of a process, we
understood that we are a work in
progress and that we will continue to
work together to maintain good
performance and make an impact to
the education of our learners.

An Evaluation of My Identified Needs

1. Which are the most important Among the identified needs, the most
among the identified needs? important need for me is the
matching of the teacher's need and
supervisory approach. Sometimes I
feel the need to use other approaches
for teachers with unique needs such
as teachers having many difficulties in
terms of commitment and abstraction.
I have to be very innovative in
addressing those unique needs.

2. Do any of the needs conflicts The other needs do not clash with this
with other needs? one. I will be better able to respond to
the different ways that teachers need
help by having a variety of
approaches.

3. Which of the conflicting needs

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 are the most relevant in terms The matching of teachers' needs and
of how I see myself as a supervisory approaches are
supervisor and the teachers I sometimes conflicting, but I was able
am supervising? to adjust to these conflicting needs.
As a supervisor, I always see myself
as a leader for learning and that the
teacher I am supervising will receive a
highly consultative manner of
supervisory approach so that there
will be clear communication,
transparency, and a result-oriented
way of supervising.

1.1. LIST OF TEACHERS GROUPED BY PREFERRED SUPERVISORY

OPTIONS.

The following are the list of teachers grouped according to their preferred
supervisory options:

Clinical Supervision (CS)

Quino, Maeah Fe
Ayuban, Maria Lourdes
Roman, Fritzie Louise

Cooperative Professional
Development (CPD)
Hinay, Airene
Dionson, Jhonalyn
Subere, Gem
Abuloc, Emelie

Self-Directed Development (SDD)

Gaoiran, Juvelyn

Administrative Monitoring (AM)

Sarona, Ritchie

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 1.2. DIFFERENTIATED SUPERVISORY PROGRAM FOR EACH GROUP OF
TEACHERS.

Differentiated Supervisory Program focused on

Clinical Supervision (CS)

Name of Teachers covered:

Quino, Maeah Fe
Ayuban, Maria Lourdes
Roman, Fritzie Louise

Activities Objectives Inclusiv Person Resources Indicators

e dates s Needed of success
Involv
e
Pre- To be able March Teache - Lesson Plan of - built
observation to meet the 20-24 r the Teacher rapport with
Conference teacher and 2023 School - Class the teacher
discuss the Head observation - agreed on
plans for Rubric the details of
the - Classroom observation
supervision observation tools like the date,
process. - Performance time and
Monitoring and class to be
Coaching Form observed.
(PMCF) - the
expectation
was set.
Observatio Conduct March Teache - Classroom - Observers
n Period actual 27-30, r observation tools notes on the
classroom 2023 School for observers areas for
observation Head such as: improvemen
of the Observation t
teacher notes form, CO - a copy of
based on form, and the cause-
the agreed rubrics. and-effect
points in the For the teachers: situation
pre- - Lesson Plan table.
observation
conference
Post- Provide March Teache - Observation - list of
Observatio feedback 27-30, r notes with a list alternative
n and 2023 School of areas for plans of
Conference guidance to Head improvement action,
the teacher and agreements,
to improve recommendation and ways
teaching, s forward.
reward - accomplished
desirable cause and effect
learning table.

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 behaviors -accomplished
classroom
observation tool.

Differentiated Supervisory Program focused on

Cooperative Professional Development (CPD)

Name of Teachers covered:

Hinay, Airene
Dionson, Jhonalyn
Subere, Gem
Abuloc, Emelie

Activities Objectives Inclusive Persons Resources Indicators of

dates
Involve Needed success
Teachers To be able March Teachers - Laptop - a copy of the
Planning to come up 13, - conference minutes of the
Conference with an 2023 notes/minutes conference with
agreement, - attendance the agreements.
and sheets - a copy of the
commitmen timeline of
t on activities.
working
together for
personal
growth.
Observatio - To be able March Teachers Lesson Plan -Accomplished
n of to observe 20-24, of the classroom
classes by each other 2023 Teacher observation tools
the in class and - Class such as
teachers in take down observation observation
the group notes. Rubric notes, etc.
– To be able - Classroom - conducted and
to advise observation completed the
each other tools observation on
about our an agreed
strengths schedule
and
weaknesses
in
conducting
classes.
Post To be able March Teacher - observation Accomplished
observatio to give 27-31, School tools, observation tools,
n observation 2023 Head observation observation
conference feedback. notes, cause notes, cause and
and effect effect table, of
table, and lists of
form list of improvements
lists of with
improvement recommendation

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 s. s.
Open To be able March Teacher - observation - common
Forum to discuss 27-31, School tools, professional
(along with common 2023 Head observation concerns were
the Post professional notes, cause brought out and
observatio concerns and effect discussed.
n and table, and
conference work form list of
) together on lists of
other improvement
instructional s.
activities.

Differentiated Supervisory Program focused on

Self-Directed Development (SDD)

Name of Teachers covered:

Gaoiran, Juvelyn

Activities Objectives Inclusiv Persons Resources Indicators of

e dates Involve Needed success
Conference To be able March Teacher - Copy of the - received and
with school to set one 13, 2023 School goal-setting approved the
Head for or more Head document or SDD plan
goal setting growth the SDD plan of
goals for the teacher
the school
year.
Developing The teacher March Teacher - SDD plan of - received and
a Plan will be able 13, 2023 teacher approved the
to develop - Lesson Plan SDD plan
a plan
targeting
the
achievemen
t of the
goal.
Carrying To be able 3rd- Teacher - Video Record - demonstration
out or to Quarter of the teaching of the plans.
execution demonstrat of the SY performance
of the by e the - Lesson Plan
the teacher planned
targets.
Self- To be able 3rd- Teacher - Self-appraisal - accomplished
monitoring to monitor Quarter tools self-
and self- own of the SY - reflection assessment or
assessment progress. notes self-appraisal
of own tools

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performanc - accomplished
e self-reflection
notes
Reporting To be able By the Teacher - -
of progress to allow the end of School accomplishmen accomplishmen
to the school head the 3rd- Head t report form t reports
school head to help Quarter
enrich the of the SY
process of
developme
nt

Differentiated Supervisory Program focused on

Administrative Monitoring (AM)

Name of Teachers covered:

Sarona, Ritchie

Activities Objectives Inclusiv Person Resources Indicators of

e dates s Needed success
Involve
Briefing To be able March Teache Copy of AM The teacher
the to brief the 17, r process was
teacher to teachers in 2023 School brief/oriente
agree on advance on Head d with the
the spot the conduct AM process
checks of the spot
process checks
Conduct To be able March Teache PMCF, A spot check
spot to observe 20-24, r localized was
checks to the 2023 School monitoring conducted.
identify performance Head tool/checklist Accomplishe
teachers of the d checklist
teacher and
make a
report
Conduct of To be able March Teache PMCF, Action plan/
post- to 20-24, r localized agreement
supervisor communicat 2023 School monitoring
y e the result Head tool/checklist
conferenc of the spot
e check to be
used as the
basis for the
improvemen
t of the
performance

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1.3. ANSWERS ON LET’S TRY THIS ACTIVITY (Activity 2.4) on pages 59-
62
Preparing to Introduce Your Differentiated Supervisory
Program
to the Teachers

General Information
What is the rationale behind the DSP?
The rationale behind differentiated supervision is for the supervisor to
select the type of supervision they feel will best meet their individual needs. This
method gives teachers freedom, which improves the positive working
environment for the school leaders and the teachers. The connection or the
relationship of the school head with the teachers develops in harmony
simultaneously.

What is the differentiated system and how will it affect their work as
teachers?
The differentiated system is developed to support the needs of the
teachers in terms of professional growth and development. It is anticipated that
the process of determining and executing each teacher's preferred supervisory
choice will enhance both teacher effectiveness and student academic progress.

Information for Teachers under Clinical Supervision (CS)

1. What are the goals of clinical supervision?

Clinical supervision aims to provide teachers with technical

assistance in areas of teaching and learning that needs improvement.
Through reiteration of the clinical supervision cycle, it rigorously
supervises the teacher's application of those abilities to produce the
desired result.

2. Who will provide the supervision?

The leaders for learning such as the school head or the school
principal, the master teachers, or headteachers will provide the
supervision.
3. How will clinical supervision be conducted?

The clinical supervision is conducted in 5 steps, the pre-observation

conference, observation, analysis and strategy, post-observation
conference, and post-conference analysis.

4. How will evaluation data be used? Will it just be part of

supervision or will it be considered for the performance
evaluation of the teacher?

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 The data for clinical supervision be used for the technical assistance
to be provided to the teacher. The data will determine what kind of
technical assistance he/she needs. It will also determine if the teacher
needs another supervisory technique. It can be used for the evaluation of
a teacher's performance as long as it will be determined and agreed upon
with the teacher during the pre-evaluation conference on the purpose of
the clinical supervision.

Information for Teachers under Cooperative Professional Development

(CPD):
1. Will the team be assigned or will the teachers create their
groups?
In cooperative professional development, the team will be formed by the
teachers, they will not be assigned, but they will have to agree to create or
form their own group.
2. What is the minimum team size? The maximum?
The minimum team size is 3 and the maximum is 5 members of the team.
3. What should be done during peer observation?

During the peer observation, one teacher will be observed by the

rest of the team members. The observers on the team should have a
predetermined observation form that includes criteria or standards for the
observation. They ought to make notes for their subsequent observational
feedback. They shouldn't get involved and interfere in the way the teacher
ran the class. The teachers will do it on alternate basis. The teachers take
turns in observing each other in class.

4. What should be done after observation?

After the peer observation, the post-observation is conducted. At
this stage, each observer submits their observation feedback. A
conversation about feedback, recommendation, and suggestions for
improving performance will then start.
5. What activities could be conducted under this approach?

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 Under this approach, other activities that could be conducted are
seminars, workshops, and fora. The teachers could also identify topics that
they agreed upon to suit their needs.
6. Who will organize and monitor the program? How will the team
and the individual’s progress be monitored?

The team members will organize their activities and monitor the
program
including their own progress. They will be using their designed CPD plan
vis-a-vis their accomplishments. The result of this monitoring will be
reported to the school head.

7. What is the school head’s role?

The role of the school head is to provide guidance, offer advice, and
give
directions to the teachers in the program. He will keep an eye on and
assesses/evaluate how well the program has been executed.

Information for Teachers under Self-Directed Development

1. Who will prepare the teacher’s individual growth goal?
In this program, the teacher will prepare his/her growth objectives.
2. How will self-assessment be conducted?

In conducting the self-assessment, an evaluation questionnaire will

be
answered. This questionnaire is prepared in consultation and approval of
the school
head and/or the teacher video-recording his/her classroom performance.

3. How will the teachers’ progress be monitored?

The progress of the teacher can be monitored through his/her self-
monitoring based on his/her designed SDD program. The teacher also
submits a progress report to the school head.
4. What special resources are available for the teachers under this
approach?
Special resources available for the teachers under this approach are
cellphones for audio, video, and photo recorder, assessment
questionnaire, and learning resources such as books, videos, and audio
recordings on topics that will help aid in the development of the teacher.

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Information for Teachers under Administrative Monitoring
1. Who will do the actual monitoring?
The actual monitoring shall be conducted by the school head or the
assigned administrator of the school.
2. How will the visits be conducted? (Only 5 to 10 minutes per visit
is suggested)

Visits will be conducted through spot checks in unannounced visits.

It is done also on a random basis.

3. How will data from observations be communicated to the

teachers?
The teacher will be provided with data from the observation in a
one-on-one post-monitoring session. The result of the surprise visit will be
addressed with the teacher to improve performance.
1. Will the observation data be used in the teacher’s general
evaluation?
Observation data will not be considered in the overall evaluation of
the teacher.

2. What are the teachers’ expectations from the school head?

The teacher's expectation from the school head is that he/she is

reliable, truthful, and understanding of the needs of the teachers. The
teacher also expects that the school head will not interfere in the
teacher's conduct of the class.

3. What are the school head’s expectations from the teachers?

The school head expects that the teacher is prepared at all times
with his or her lesson plan, teaching resources, instructional materials as
well as learner's academic records. The teacher is also required to perform
duties and obligations professionally.

#2. STEP 3. INTRODUCING THE PROGRAM TO THE FACULTY

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 The Instructional Supervision-Differentiated Supervision was
introduced to the teachers/refreshed the teachers with different
supervisory options during the LAC session

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Teachers presenting their feedback on the differentiated supervision
before the whole group

#3 REFLECTION ON MY INSIGHTS AS AN INSTRUCTIONAL LEADER

GAINED FROM THIS EXPERIENCE OF IMPLEMENTING STEPS 1,2 AND 3 OF
DIFFERENTIATED SUPERVISION.
As an instructional leader, I feel so blessed to have this learning come
upon me because I felt it was so impactful, relevant, and realistic. This learning
for sure does not end up in paper or paperwork, in a work plan but it is worth
implementing. This is a very great chance for me as allowed from above to lead
people to fulfill His Plan. I am very much grateful that I learned these things
because it has been a long time since I was a master teacher, I lead teachers for
the improvement of the teaching and learning process. There are instances I
found doubts and confusion on how can I navigate it in a way that could be
friendly and compassionate now this type of supervisory process I found it very
meaningful and I appreciate it very much.

In terms of my experience implementing steps 1,2 and 3 of differentiated

supervision which is the following: Conducting supervisory needs analysis,
preparing a Differentiated Supervisory Program, and Introducing the program to

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the faculty of the teachers, this has demanded extra effort and time
management since there are lined up of may school activities, managerial
responsibility and all the school and DepEd programs that also need immediate
action and attention. Despite all this, I tried my best to maintain a life-work
balance and take care of my mental and physical health. Despite all these, I felt
it very fulfilling that I was able to learn and execute this course which I felt was
very significant for my professional growth and development. Finally, I am
blessed to have a very excellent yet humble and compassionate FLT.

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