MODULE #13, ASSIGNMENT
CHARLOTTE J. YTANG November
9, 2022
STUDENT
SUPERVISORY NEEDS ANALYSIS
Part 1:
SUPERVISORY NEEDS ANALYSIS STEPS
Purpose of Needs Analysis To determine and see my knowledge,
1. What is / are the reasons/s why you capabilities and skills as a school head.s
would like to analyze your needs as Clear understanding or a thorough
a supervisor of teachers? supervisory needs analysis will answer
performance issues or gaps. And how to
effectively address them by developing a
plan to enhance my knowledge and skills as
an instructional leader.
Myself and My Service Environment I am going to apply differentiated
1. What supervisory approach/es am I supervision to address the individual needs
applying? and level of expertise of teachers. The need
2. How will am I able to implement to learn more about the different
these? approaches in supervision and to be able to
3. What support do I receive from my articulate them for the betterment of the
teachers? teaching-learning process. A wide-range of
options is beneficial to easily shift what’s
best for each teacher with unique needs.
By conducting needs analysis or needs
assessment to find out what are the gaps.
Evaluating teachers though observation and
questionnaire wherein the teacher and the
supervisor are aware of their needs.
Likewise, through the help of the modules
provided and from the learnings I gained
during the whole duration of the course .
Implementing new supervisory system is
not easy. Especially so with this
differentiated supervision. I need to
communicate more with them. I need to
explain the advantages and disadvantages
of each of the four approaches in
supervision. Because there are few
teachers who are reluctant to change.
Nevertheless, teachers as we are, we need
to adapt the new educational landscape. I
know and I believed that my teachers are
also excited to learn more. Change for the
better…Para sa bata, para sa bayan.
My Needs as a Supervisor Teachers have mixed emotions. There are
1. What is the reaction of my teachers some who are convinced during the first
to the supervisory approaches I am meeting. But there are some who are in
applying? doubt. But it takes more time to familiarize
2. Is this how I have expected them to the whole thing. Truly tasking and the
behave? process is challenging to try new ways.
3. How do I close the gap between the Finding ways to suit their needs are hard on
reactions of my teachers and my our part as a school head.
expectations (i.e. between the On my part as a school leader, there are
answers to Q1 and Q2)? some adjustments that needs more time.
4. What is the performance of my Learning is a lifetime process. For me, its
teachers after I have implemented normal reactions from my teachers. So,
my supervisory system? patience is a virtue. Strive harder to create
5. Is this the performance I targeted to a workplace which fosters teachers and
achieve? learner’s growth.
6. How do I close the gap between the Regarding the gap between the reactions of
answers to 4 and 5? my teachers and my expectation, its quite
normal. And it seems that during the
discussions, they were excited and
motivated to try the new supervisory
system.
An Evaluation of My Identified Needs To be able to effectively and efficiently
1. Which are the most important communicate the compelling guidelines
among the identified needs? and learn more about the details in each of
2. Do any of the needs conflict with the four options of differentiated
other needs? supervision.
3. Which of the conflicting needs are
the most relevant in terms of how I
see myself as a supervisor and the
teachers I am supervising?
Part II:
Preparing to Introduce Your Differentiated Supervisory Program to the
Teachers
General Information
What is the rationale behind the DSP?
The reasons behind the implementation of DSP are the use of clinical
supervision or the “one -for-all” approach is inadequate, teachers have
different growth needs and learning styles, and supervisors have different
personalities and supervisory styles.
What is the differentiated system and how will it affect their work as
teachers?
It allows teachers to choose the supervisory options that is appropriate for
them.
Information for Teachers under Clinical Supervision:
1. What are the goals of clinical supervision?
The target of CS is to help teachers become better providers of instruction
and facilitative of learning in the classroom. By providing hands-on training
to the teacher on the areas of teaching and learning where improvement is
needed and to closely supervise the teacher’s application of learnings.
2. Who will provide the supervision?
Usually, the school head as an instructional leader will provide the
supervision or another administrator or master teachers in school.
3. How will clinical supervision be conducted?
CS should be conducted by following the cycle of planning, observation,
analysis, feedback and post conference analysis. The school head meets
with the teacher to check the lesson plan, ask the strategies and techniques
will be used to deliver the lesson well, give suggestions for the
improvement of the teaching-learning process. Then, during class
observation the school head closely observes, take down notes and
document everything on all activities. After that, post conference is then
conducted and feedback is given to the teacher on his/her performance.
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?
The evaluation data can be used in determining whether the teacher should
continue applying the option chosen or to adopt a new one. It will not be
used as part of the teacher’s rating in the performance evaluation.
Information for Teachers under Cooperative Professional Development:
1. Will the team be assigned or will the teachers create their own groups?
The teacher will create their own group.
2. What is the minimum team size? The maximum?
Each team must consist of (3) members as minimum and (5) members as
maximum. To ensure that the teachers will be able to observe one
another and provide useful feedback.
3. What should be done during peer observation?
During peer observation, one teacher in the group will be observed by
the rest of the team members. The observing team members should
have an agreed upon observation form containing appropriate
observation criteria. They should jot down notes for their observation
feedback afterwards. They should not interfere in the teacher’s conduct
of class. The teachers take turns in observing each other in class.
4. What should be done after the observation? 5. What activities could be
conducted under this approach?
A post-observation conference is conducted after the peer observation.
In this phase, each observer hands in his/her observation feedback. Feedback
is discussed and recommendations on how to improve performance are given.
5. What activities could be conducted under this approach?
Other teacher development activities that could be conducted by the
teachers under this approach are seminars, workshops, fora, and other
educational activites focused on topics agreed upon by the teachers as what
they need.
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 their own
progress. They can do monitoring by checking if their program is
progressing as planned. At the end of the program, the group submits a
report to the school head.
7. What is the school head’s role?
The school head provides guidance during program planning and approves
the teachers’ program beforehand. He /She also monitors and evaluates the
program’s implementation.
Information for Teachers under Self-Directed Development:
1. Who will prepare the teachers’ individual growth goals?
In SDD, the teacher prepares his/her individual growth goals
2. How will self-assessment be conducted?
Self-assessment can be conducted by answering an evaluation
questionnaire prepared in consultation with the school head and/ or the
teacher video-recording his/her classroom performance.
3. How will the teachers’ progress be monitored?
Teacher’s progress can be monitored by the teacher conducting self-
monitoring of his/her adherence to his/her 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?
The resources that should be available to the teacher under the approach
are video recorder (as much as possible), evaluation questionnaire, and
learning resources such as books, video and audio recording, on topics that
will help promote the teacher’s development.
Information for Teachers under Administrative Monitoring:
1. Who will do the actual monitoring?
The school head or a designated school administrator will do the actual
monitoring.
2. How will the visits be conducted? (Only 5 to 10 minutes per visit is
suggested)
Visits will be conducted through spot checks done on a random basis.
3. How will data from observations be communicated to the teachers?
Data from the observation will be communicated to the teacher in a one-on-
one post-supervisory conference. Spot check results will be discussed with the
teacher towards improving his/her performance.
4. Will the observation data be used in the teacher’s general evaluation?
Observation data will not be used in the teacher’s general evaluation.
5. What are the teachers’ expectations from the school head?
The teacher’s expectation is that the school head is trustworthy and sensitive
to the teacher’s needs. The teacher also expects that the school head will not
interfere in the teacher’s conduct of class.
6. What are the school head’s expectations from the teachers?
The school head’s expectation from the teacher is that the teacher is always
ready with his/her lesson plan, instructional materials, and class records. The
teacher is also expected to carry out tasks and responsibilities in a professional
manner.
DIFFERENTIATED SUPERVISORY PROGRAM FOCUSED ON CLINICAL
SUPERVISION (CS)
(Note: CS is an individual approach to instructional supervision which follows a 5-step cycle with you as the lead implementer. Just
submit a DSP good for one teacher, in case there are two or more who will be in this option. It is understood that the activities shall
reflect the undertaking of the five steps.)
Name/s of Teachers Covered:
1. Chona G. Sevilla
2. Annabel A. Justalero
3. Liezl B. Eres
4. Junalyn E. Ballesteros
General Objective (Instructional Skill) for this CS Period: To be able to help teacher’s to become an
effective classroom managers to improve teaching-learning process.
Specific Activities Inclusiv Persons Resources Indicator of Remark
Objective e Dates Involved Needed Success s
To be able Conduct the 1/16/23 Teacher Bond Paper, Approved
to following Master Printer, ink, Lesson Plan,
implemen [Link]- Teacher Signed pre-
t CS observation Principal observation
conference Supervisor form
[Link] 1/18/23 Teacher Bond Paper, Observation
observation Master Printer, Ink, notes form,
Teacher video video recorder,
Principal recorder, documentation
Supervisor camera
3. post 1/18/23 Master - Bond Paper, Observation
observation Teacher Printer, Ink, notes form,
analysis & Principal video video recorder,
interpretation Supervisor recorder, Rating sheet,
of camera Documentation
observation
data
4. Post- 1/19/23 Teacher Bond Paper, Signed Rating
observation Master Printer, Ink, Sheet,
conference Teacher video Documentation
Principal recorder,
Supervisor camera
5. Post- Teacher Bond Paper, Accomplishment
conference Master Printer, Ink, Report,
analysis Teacher video Documentation
Principal recorder,
Supervisor camera
Differentiated Supervisory Program Focused on Cooperative Professional Development (CPD)
(Note: Since in the CPD, the teachers are supposed to supervise their own professional development, submit a sample of the DSP for one
group of teachers under this option, showing their activities to acquire general objectives but including therein your own monitoring
activities, as agreed by you and each group)
Name of Teachers in the Group:
1. Ruth A. Bagas
2. Marvie S. Bajuyo
3. Juanita M. Mugot
4. Lesbina B. Villocillo
Specific Activities Inclusive Persons Resources Indicator of Remarks
Objective Dates Involved Needed Success
To provide Identify Teacher Bond List of Teachers
guidance on group Master Paper,
during members Teacher Printer,
program with a Principal Ink, video
planning and minimum of Supervisor recorder ,
development 3&a camera
. maximum
of 5.
Meeting on 1/26/23 Teachers, Handouts Minutes of the
standard MT’s, on CPD meeting
CPD School procedure Attendance,
Procedures Head, Printer, Documentation
Supervisor Ink, video
recorder,
camera
Conduct on 1/26/23 Teachers, Notes Observation
peer MT’s, form, notes form,
observation School video Documentation
Head, recorder,
Supervisor camera
Post 1/30/23 Teachers, Bond Feedback Form/
Observation MT’s, paper, Observation
conference School video notes form
Head, recorder,
Supervisor camera
Monitoring Accomplishment
& Report
evaluation
Differentiated Supervision Program Focused on Administrative Monitoring
(AM)
(Note: AM , like CS is also an individual supervision approach which you are also taking a lead role, Unlike CS however, the teacher under
AM is on his own to implement his own professional development as agreed by you and him, though your instructional supervision
activities are unannounced . Just submit therefore a sample of a DSP for one teacher, showing your instructional supervision visits, with no
specific date indicated. Only the teacher’s specific activities should have inclusive dates of undertaking )
Names of Teachers Covered:
1. Carfil B. Bacadon
2. Pureza B. Oco
3. Flor T. Achas
4. Suzette M. Bongcayao
5. Emeza Love L. Enad
General Objective (Target Instructional Skills) to be attained with the
implementation of this DSP: To be able to help teachers to become an effective classroom
manager to improve school performance.
Specific Activities Inclusive Persons Resources Indicator of Remarks
Objective Dates Involved Needed Success
To provide Meeting on January Teachers Handout 100%
guidance on standard 16,2023 School on Spot attendance,
during Spot Check Head Check Satisfactory
program Procedures Supervisor Procedure evaluation
planning and of the
development meeting,
. pictures
Conduct 1/23/23 Teacher, Spot Check Identified
spot check School Rating teacher’s
on: Head, Form instructional
Flor T. Supervisor strengths
Achas , and
Suzette M. weaknesses.
Bongcayao Course of
Spot check 1/25/23 Teacher, Spot Check action
on: School Rating mutually
Carfil b. Head, Form agreed with
Bitangcor , Supervisor the teacher
Emeza Love during post
L. Enad & observation
Pureza B. conference.
Oco
Differentiated Supervision Focused on Self-Directed Development (SDD)
Names of Teachers Covered:
Betchy L. Mangubat
General Objective (Specific Instructional Skills) to be Achieved within the
Implementation Period of this DSP: To be able to help teachers to become an effective
classroom manager to improve school performance
Specific Activities Inclusiv Persons Resources Indicator of Remark
Objective e Dates Involved Needed Success s
To provide Meeting on 1/26/23 Teachers, Bond Paper Minutes of the
guidance on the SDD Sch. Head meeting
during procedures. , Attendance,
program Documentation
planning and Conduct 1/30/23 Teachers, Assessment Documentation
development self- Sch. Head tool
. assessment
Monitoring 1/31/23 Teachers, Video Progress Report
& Sch. Head recorder ( as
Evaluation much as
possible),
evaluation
questionnaire
, books, video
&audio
recording on
topics
Post 1/31/23 Teachers, Bond Paper, Observation
Observatio MT’s, Printer, Ink, Notes ,
n School video Feedback Form,
conference Head, recorder Documentation
Superviso
r
Monitoring 1/31/23 Teachers, Accomplishmen
& MT’s, t report,
evaluation School Documentation
Head,
Superviso
r