MODULE 11 ASSIGNMENT

PART I
I have chosen two ((2) Teachers from David Elementary School, Mangaldan, Pangasinan, to wit:

Teacher A Mrs. Myleen S. Agbuya (41 years old)

Length of service She is eighteen (18) unwavering years of
teaching experience.

Qualities as a Teacher:
She has been teaching Mathematics and Filipino. One of the longest-serving teacher in grade six.
She loves numbers particularly in diminishing fraction and figures. Oftentimes, being tapped to share
knowledge, expertise and experiences to co-teachers especially the neophytes. Open and willing to learn
new and current trends in education. Considering her age and teaching experience she belongs to Quadrant
III- Low Level Commitment but High Level of Abstraction (Analytical Observer).
If I were to help and support her, I would prefer the collaborative supervisory orientation. Since
Mrs. Agbuya is no longer new in the service and considering her length of service, qualities and experiences,
she will surely be not difficult to deal with. Hence the challenging concern her work attitude and commitment.
Qualities as a Teacher:
He has been teaching Aral Pan and Filipino. Highly motivated, very willing to learn new ideas in the
social media and from co-teachers. Willing to work with and extend assistance to co-teachers when needed
even it entails an overtime. As I go along with our conversations, I have discovered that he belongs to
Quadrant IV, High Level of Commitment and Abstraction (The Professional Teacher).
He is broadminded and self-directed. Never had a time that he complains about his line of work.
His bubbly personality made him very approachable. He saw the need to change and takes responsibility for
it. I find the scenario as low controlling. He is very submissive and keeps abreast of developments in
education. He thinks abstractly and demonstrates high expertise and commitment.

Orientation & statement of purpose on the SEAMEO SuperExcels Assignment I am

undertaking. The Teacher-respondents were given handouts of the activity to be
undertaken. Exchange of ideas were fruitful during the discussion. Hence, they
Right-Top Photo: Second & final meeting, wrapping-up of learnings gained during
the activity; Afterwhich I have chosen one who needed most the mentoring base
on the data I have gathered in the last meeting. Left-Bottom Photo: Posterity

PART II
I have chosen Teacher A, Mrs. Myleen S.
Agbuya, as the one who needs more mentoring from
me. Collaborative supervision is the most appropriate
approach due to her openness to changes and
innovations. As for me, being a struggling school leader,
she is indeed an analytical observer. My plan of action
was based on my data gathered on December 10,
2024.

ACTION PLAN
 Supervisory Material &
Activities to be Human Success
Orientation to be Date and Duration Resources
Undertaken Resources Indicator
Applied Needed

Directive 1. Identify the December 10, 2024 2 Classroom

Supervisory teachers concern / Teachers 100% of the
Orientation problem (Dialogue) teachers’
knowledge and
2. Presentation of December 10, 2024 Teacher A skills in
Action Plan READING
Assessment
3. Reading Programs December 12, 2024 Teacher A Online
and Innovations Reading
Materials

This photo shows the presentation & discussion of the

Action Plan about reading programs and innovations at
9:30 A.M. to 10:00 A.M. (December 10, 2024)

Briefing with the two teachers being tapped, who will

share their technical expertise with each other about the
reading programs and innovations to be used at
10:00 A.M. to 10:30 A.M. (December 10, 2024)
She is very concerned on the reading and its integration in her subject
and need to conduct a modified reading program as a remediation
activity. She starts the reading assessment at about 9:00 A.M. to 10:00

I explained to Mr. Paul U. Fernandez what

non-directive supervision is, what specific
behaviors are involved, and why I believe
 Posterity picture with the two (2) teachers: from left to right
Mr. Paul U. Fernandez, myself, Ma. Helen F. Martinez and
Mrs. Myleen S. Agbuya. Teacher A, Mrs. Myleen S. Agbuya, is
the one who shared and applied the reading programs and
innovations.

Courtesy Call: Meeting with the School Head

Dr. Jane M. Vivar where I explained briefly
my purpose of conducting my module
assignment 11 (SEAMEO - SuperExcels)

Posterity picture with our ever supportive

Principal IV, Dr. Jane M. Vivar.
Thank you mam for your time and shared knowledge to us.

PART III
REFLECTION

I also realized that words are powerful. The power of your words as a school head matters. It again trickles

down like a waterfall to the teachers you interact with, and then to the students in your school. It is a ripple effect works.

How are you as a school head being a leader toward your teachers will echo to how your teachers interact with your

learners. When I mean business with my developmental supervision, teachers also mean business in the most

appropriate manner. I empowered my teachers to be a champion for our learners. Communication is the key to all of

these. Negotiate in a pleasant manner. I talk to them in all matters dealing with teaching learning process. Dialogue is

an impetus for peace and harmony. For school heads they have a meaningful and productive role in the professional

development of teachers, we must be mindful not only of the needs of teachers in general but also as individuals.

Building a strong foundation of a healthy environment lies in the flexibility of the school head. School leaders can be a

major influence on such school-level factors as well as help buffer against the excesses of the mounting and sometimes

contradictory external pressures.

According to Glickman, teachers have two basic abilities, commitment, and abstract thinking. These two aspects

(commitment and abstraction) are important factors that determine the quality of teacher performance in schools.

Specifically, in using Non-Directive Developmental Instruction as effectively used for teachers with a high level of

commitment and abstraction the school leaders should have a clear grasp of its meaning. This high level of commitment

is essential for teachers to carry out quality learning while demonstrating their concern for students, schools, the

education community, and their professional development. Moreover, teacher abstraction is the teacher's ability to

assemble and organize various information, knowledge, experience, and skills in implementing and problem-solving

related to the implementation of duties as a teacher.

Developmental Supervision is not a leapfrog strategy in improving instructional competence, but it is the

springboard towards a better instructional competency. In the case of my first trial of Non-Directive Supervision. Using

Non-Directive Supervision for Mr. Paul U. Fernandez, a teacher with a high level of abstraction and commitment is but a
great challenge. Anything can be misleading, but it was a fulfilling account. It was an unforgettable adventure that I

would like to do again.

The administration of Non-directive supervision is somewhat questionable in the absence of the clinical format.

However, it allows professional teacher to grow more independence and control of his power.

Based on my experience, the following recommendations are offered:

1. Be adept with strategies and effective practices. Equip yourself. You cannot give what you do not have.

2. Know the levels of commitment and abstraction by heart.

3. Know your colleagues. Value your human resources.

4. Be gentle in providing feedback. Be generous with praises.

5. Listen, understand, reflect and provide reminders according to the size of your heart.

6. Offer help according to their needs. Avoid bias and prejudice.

DIVISION OF PANGASINAN II
DISTRICT OF MANGALDAN I
 DAVID ELEMENTARY SCHOOL

SUPEReXCELS
MA. HELEN F. MARTINEZ
Master Teacher I
DAVID ELEMENTARY SCHOOL

MODULE 11 ASSIGNMENT

DEVELOPMENTAL
SUPERVISION

Noted: JANE M. VIVAR, EdD

Principal IV

Approved: JEROME S. PARAS, EdD

Public Schools District Supervisor