MODULE 13: PROVIDE DIFFERENTIATED SUPERVISION
(Kindly refer to the prescribed template in the preparation of the documentation report for this
assignment)
PRESCRIBED TEMPLATE
Part 1: Appropriately and Completely Accomplished Supervisory Needs Analysis Template (pp,
50-51 of Module 13)
Supervisory Needs Analysis Steps Answers
I believe in the saying, “You
can not give what you do not
Purpose of Needs Analysis
have”. Therefore, it is very
1. What is/are the reason/s why you would like to analyze important for me as a
your needs as a teacher? supervisor to know and identify
my needs so that I can work on
them before the conduct of the
differentiated instructions. I
need to familiarize myself on the
various approaches and
strategies in the differentiated
instruction so that I can
effectively implement them.
Myself and My Service Environment 1. Analyzing the four
supervisory approaches
1. What supervisory approach/es am I applying?
being used in
2. How well am I able to implement these? Differentiated
Supervision, I can say
3. What support do I receive from my Supervisors? that I had implemented
all of them just that the
names of the supervision
were not distinct during
those times, unlike now.
2. In terms of the
implementation, I can not
say that I had
implemented them very
effectively. It is safe to
say that I was just
implementing them
unconsciously.
3. The teacher collaborated
and participated well in
classroom supervisions
and even during LAC
sessions where we
addressed their classroom
problems
My Needs as a Teacher
1. What is the reaction of my Supervisors to the supervisory 1. At first they were hesitant
approaches I am applying? and confused but after the
2. Is this how I have expected them to behave? orientation and
3. How do I close the gap between the reactions of my discussion, they were
supervisors and my expectations (i.e. between the answers receptive, cooperative,
to 41 and 42)? and adaptive to the
4. How do I perform after the the implementation of my supervisory approaches.
supervisory system?
2. Yes, of course.
5. Is this the performance I targeted to achieve?
6. How do I close the gap between the answers to 4 and 5? 3. Getting their trust by
explaining the goals of the
instructional supervision
and how it can help them
in their professional
growth.
4. Their was improvement
on their performance after
the implemented
supervisory system. They
became adept in the
process of supervision and
excelled in their
weaknesses.
5. Yes, I can proudly say,
the target was achieved.
6. Close monitoring and
being sensitive to their
needs
An Evaluation of My Identified Needs 1. How to effectively
implement the various
1. Which are the most important among the identified needs?
supervisory approaches
2. Do any of the needs conflict with other needs?
3. Which of the conflicting needs are the most relevant in 2. Yes. Conflict of time
terms of how I see myself as a teacher?
3. The need to acquire the
skills in implementing the
differentiated supervision.
Likewise, the skills of the
teachers to acquire the
needed competencies
during the supervision
Part 2: Report on Undertaking the Steps in Implementing Differentiated Supervision.
2.1 Completely and Appropriately Accomplish Activity 2.4 (pages 59-62 of the module). Be
original in your responses. Be guided but do not seek to just copy the Key to Corrections to this
activity found on pages 95-97.
General Information
1. What is the rationale behind the DSP?
Based from my analysis, Differentiated Supervision is preferred because both the supervisor and the
teachers have different personalities, growth needs and learning and supervisory styles. There is no one-
size fits all approach in giving supervision. Therefore, Differentiated Supervisory Program is best suited
for the teachers who have unique needs and the supervisor with unique supervisory approach.
2. What is the differentiated system and how will it affect their work as teachers?
The differentiated system will enable the teachers to select the best possible supervisory approach that ia
very appropriate to them. In this way, it is expected that they can have their own progress with the
monitoring of the supervisor.
Information for Teachers under Clinical Supervision:
1. What are the goals of clinical supervision?
The goals of clinical supervision is to provide technical assistance to the teachers through classroom
observations and recorded data and other activities occurring between the teacher and the learners.
These were all collated by the supervisor to diagnose and make necessary interventions that will lead to
professional growth of the teachers.
2. Who will provide the supervision?
The supervisor or the school head provides the supervision.
[Link] will clinical supervision be conducted?
There are five steps that are needed in clinical supervision. These are pre-observation conference,
observation stage, analysis and strategy, post observation conference, and post conference analysis.
[Link] will evaluation data be used? Will it just be part of supervision or will it be considered for the
performance evaluation of the teacher?
Evaluation data should only be a part of the supervision not performance evaluation because the primary
goal is to help the teacher not to judge him/her.
Information for Teachers under Cooperative Professional Development:
1. Will the team be assigned or will the teachers create their own groups?
The teachers created their own group based from their preference.
2. What is the minimum team size? The maximum?
Minimum team size is three and maximum team size may be 6.
3. What should be done during peer observation?
The teachers take turn to observe each other classes based on their schedule
4. What should be done after the observation?
The teachers who observed gave feedback of his/her observation during the post conference
5. What activities could be conducted under this approach?
From group, observe classes, give feedback and identify professional concerns and work for
them in the next observation of classes as to how can these be carried out
6. Who will organize and monitor the program? How will the team and the individual’s progress
be monitored?
The group of teachers under CPD report to the school head the progress of their supervisory
program
7. What is the school head’s role?
The school head provides technical assistance when necessary.
Information for Teachers under Self-Directed Development:
1. Who will prepare the teachers’ individual growth goals?
The teacher prepares his/her individual growth goals as stated in the differentiated supervisory
program
2. How will self-assessment be conducted?
It is a self-assessment
3. How will the teachers’ progress be monitored?
The progress of the teacher is monitored by himself/herself and reported to the school head.
4. What special resources are available for the teachers under this approach?
Motivation and dedication for self progress
Information for Teachers under Administrative Monitoring:
1. Who will do the actual monitoring?
The school head monitors the work of teachers in random basis.
2. How will the visits be conducted? (Only 5 to 10 minutes per visit is suggested)
Spot checks should be conducted more often. Drop in approach is also used to check the work
of the teachers.
3. How will data from observations be communicated to the teachers?
Through a post supervisory conference, the school head communicates the spot check
observations to the teacher privately.
4. Will the observation data be used in the teacher’s general evaluation?
No, Administrative Monitoring is not evaluative in nature. This will only be used for giving
feedback and technical assistance.
5. What are the teachers’ expectations from the school head?
The main expectation of the teachers to the school head is to help them improve their teaching
instruction through Administrative Monitoring like the provision of spot checks or unannounced
visits.
6. What are the school head’s expectations from the teachers?
The school head expects the teachers to be ready all the time for spot checks.