Advance Administration and Supervision

Elements Common to most

Observational Systems.

• purpose for the observation

• operational definitions of all the observed behaviors

• training procedures for observers

• a specific observational focus

• a setting

• a unit of time

• an observation schedule

• a method to record the data

• a method to process and analyze data

TYPES OF CLASSROOM

VISITS IN THE PHILPPINES

•Scheduled Visit

•Unscheduled Visit-

•Invitational Visit-

TYPES OF SUPERVISION OF INSTRUCTION

• CLINICAL SUPERVISION

– It is a supervision that develops the

teacher’s sense of responsibility to grow

professionally, analyze his/her own

performance and to accept change and

assistance

• Concepts for Intervention in Clinical

Supervision

Self-analysis,

Openness to change

Willingness to accept assistance

Self-direction

CHARACTERISTICS OF CLINICAL SUPERVISION

• 1. It is a deliberate intervention into

the instructional process.

• 2. It is goal oriented.

• 3. It assumes a professional working

relationship between teacher(s) and

supervisor(s).

• 4. It requires a high degree of mutual

trust, as reflected in understanding,

support, and commitment to growth.

• 5. It is systematic, although it requires

a flexible and continuously changing

methodology.

• 6. It assumes that the supervisor

knows about the analysis of

instruction and learning and also

about productive human interaction.

CLINICAL SUPERVISION MODEL

• 1. Pre-conference with teacher

• 2. Observation of the classroom

• 3. Analyzing and interpreting

observation and determining conference

approach Post-conference with

teacher.

DIFFERENCE BETWEEN CLINICAL SUPERVISION AND TRADITIONAL SUPERVISION

VALUES CLINICAL SUPERVISION TRADITIONAL SUPERVISION

Aim To help improve instruction Evaluation of instruction

Basis Classroom Data Observer’s Rating

Focus Limited specific concerns Broad general concerns

Frequency Based on Need Based on policy

Philosophy Promotes Independence Promotes dependence

Process Cyclical Linear

Responsibility Shared between teacher and supervisor

Supervisor’s Responsibility

Cycle of Clinical Supervision

COGNITIVE COACHING

• This supervision engages the teacher

to become supportive to collegial

investigation, and reflection of the

teaching-learning process .

Evaluative Steps in Cognitive Coaching

Collaborative

Reflection- comparing

actual and desired

student performance

Evaluating

appropriateness of

teaching strategies

Analyzing effects of

teacher’s classroom

behavior and other’s

Important Stages of Meta-Cognition

• Planning

The coach helps teachers to think

carefully through their planned

lessons ; anticipate what might

happen during the lesson; plan a way

to document what will transpire

during the lesson.

• Lesson Observation

The classroom instruction is

observed and documented as it takes

place. Desired behaviors are used as

bases for discussion during the

reflection conference. Student

achievement and strategies, and

decisions made during the lesson are

noted.

• Reflection Conference

Coaches facilitate and mediate by

helping teachers do the following:• Summarize impressions and assessments of the

lesson

• Recall the data supporting those impressions and

assessments

• Express feelings about the lesson

• Compare the plan with the actual implementation

of the lesson

• Analyze why desired outcomes were not

achieved/achieved

• Deduce relationships between student

achievement and teacher behavior

MENTORING

• This method is helping

teacher by another teacher

to develop one’s skills in

teaching. It develops both

the confidence of the

teachers who are involved.

PEER ASSESSMENT

• A “peer” may be a co-worker, a

partner, an associate, or a

collaborator. Peers may assess or

evaluate each other without feeling

threatened and anxious of the

possible loss of self-esteem because

of proximity, equality, and safety that

exist between and among them.

PORTOLIO ASSESSMENT

• Teacher portfolio is

a collection of

works, records,

and documents

demonstrating and

highlighting a

teacher’s

knowledge and

skills in teaching.

Contents of Teacher Portfolio– Teacher’s background

– Class description: time, grade, and content

– Licensure examinations

– A personal statement of teaching philosophy and

goals

– Faculty development effort such as workshops,

seminars and programs

– Implemented lesson plans, handouts and notes.

– Graded student work such as tests, quizzes, and

class projects.

– Video/audiotape of classroom lessons

– Colleagues observations on teaching

– Photographs of bulletin boards, chalkboards or

projects

ACTION RESEARCH

• It is an inquiry that teachers design

and conduct in order to improve

teaching performance. . The process

provides teachers new opportunities

to reflect on and evaluate their own

teaching personally; explore and try

out innovative ideas and assess how

effective the innovations are.

• It promotes the concept of teacher-

as-researcher which encourages

teachers to be collaborators not only

in improving teaching behavior, but

also in revising curriculum, improving

working environment,

professionalizing teaching, and

developing policy.

That in all things, God may be glorified…!

thank you…