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Instructional Supervision Techniques Guide

This document discusses various methods of supervision and evaluation of teachers. It describes clinical supervision, which aims to help teachers improve instruction through self-analysis and openness to change. Clinical supervision involves pre-conferences, classroom observations, and post-conferences between the teacher and supervisor. It focuses on specific instructional concerns rather than broad evaluations. Cognitive coaching and mentoring also aim to support teacher development through reflection and collaboration. Other evaluation methods discussed include different types of classroom visits, portfolio assessment, action research, and peer assessment.

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Gilbert Gabrillo Joyosa
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32 views25 pages

Instructional Supervision Techniques Guide

This document discusses various methods of supervision and evaluation of teachers. It describes clinical supervision, which aims to help teachers improve instruction through self-analysis and openness to change. Clinical supervision involves pre-conferences, classroom observations, and post-conferences between the teacher and supervisor. It focuses on specific instructional concerns rather than broad evaluations. Cognitive coaching and mentoring also aim to support teacher development through reflection and collaboration. Other evaluation methods discussed include different types of classroom visits, portfolio assessment, action research, and peer assessment.

Uploaded by

Gilbert Gabrillo Joyosa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

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’s Responsibility
supervisor
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…

Common questions

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The clinical supervision process involves a sequence of pre-conference planning, classroom observation, and post-conference reflection. This structured approach encourages teachers to self-analyze, embrace change, and seek assistance, fostering a professional and trustful relationship with supervisors, ultimately leading to personal and instructional growth .

Peer assessment contributes to the teaching-learning process by enabling teachers to evaluate each other in a non-threatening environment, promoting honest feedback and collaboration. This approach enhances mutual respect, equality, and safety among teachers, which can lead to improvements in teaching strategies and classroom dynamics .

Action research is crucial as it empowers teachers to systematically investigate and reflect on their teaching practices to improve performance. By treating teachers as researchers, it promotes collaborative efforts in curriculum revision, teaching behavior enhancement, and policy development, fostering a professional environment conducive to continuous improvement and innovation .

A teacher portfolio serves as a comprehensive collection of materials showcasing a teacher's skills, knowledge, and professional growth. It includes a personal teaching philosophy, evidence of professional development, implemented lesson plans, and reflections on student work, thereby providing a multifaceted view of teaching competence .

Scheduled, unscheduled, and invitational visits each offer different levels of preparation and spontaneity, impacting the dynamics of supervision and evaluation. Scheduled visits allow structured observation, while unscheduled visits can provide insights into daily teaching practices. Invitational visits promote teacher openness and willingness to collaborate, affecting the evaluation's constructive nature .

Mentoring involves experienced teachers helping less experienced ones develop their teaching skills, fostering both personal and professional growth. It builds confidence by allowing teachers to exchange knowledge and techniques in a supportive environment, which enhances their instructional abilities without fear of judgment .

Cognitive coaching facilitates reflective practice by engaging teachers in collaborative reflection, helping them compare actual and desired student performance, evaluate teaching strategies, and analyze the impacts of classroom behavior. The process includes stages like planning, observation, and reflection conferences, aiding teachers to summarize impressions, compare plans with execution, and deduce relationships between student outcomes and teacher behavior .

Portfolio assessment improves reflective practice by encouraging teachers to actively collect and review evidence of their instructional methods and outcomes. Through this process, teachers can critically evaluate their teaching philosophy, student interactions, and instructional outcomes, leading to deeper insights and enhanced teaching practices .

Clinical supervision focuses on improving instruction through a cooperative relationship between teacher and supervisor, promoting independence and shared responsibility. It is cyclical and based on specific classroom data. In contrast, traditional supervision emphasizes evaluating instruction, promoting dependence, and operates linearly, based on general concerns and observer's ratings .

Common elements include a clear purpose, operational definitions, trained observers, a specific focus, defined setting and time, an observation schedule, and methods for recording and analyzing data. These components ensure systematic, reliable, and valid observations, which are essential for accurately assessing and improving teaching practices .

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