INSTRUCTIONAL SUPERVISION
Objectives:
At the end of the lesson we will be able to:
1. Define what instructional supervision is;
2. Explain the functions of supervision; and
3. Contrast the types of instructional supervision.
What is instructional supervision?
Supervision refers to all activities that improve teaching- learning process.
- Improve outcomes, achievement, proficiency level, grades
- Oversee, direct, guide, assess, evaluate
Different interpretation of instructional supervision from different writers:
1. According to Alberto P. Mendoza, instructional supervision refers to all activities undertaken: to enable
the teacher to perform effectively; and to assist the learner to obtain maximum learning.
Supervision as a management function refers to the act of keeping close eye on the workers and
employees in the performance of the jobs assigned to them.
It is a process of looking over their shoulder to see that things are operating correctly. It is important
because it can catch deviation of actual from planned results at a time when corrective actions may be
taken immediately.
2. Instructional supervision: it is a type of school-based (in-school) supervision carried out by the school
staff (principals, department heads, senior teachers, and assigned supervisors) aimed at providing
guidance, support, and continuous assessment to teachers for their professional development and
improvement in the teaching-learning process, which relay on the system that is built on trust and
collegial culture (Beach & Reinhartz, 2000; Tyagi, 2010).
DM NO. 253, S. 2022 | IMPLEMENTATION OF INSTRUCTIONAL SUPERVISION SY 2022-2023
1. Instructional Supervision is a professional continuous and cooperative process for the improvement
of instruction. It is characterized by guidance,
assistance, sharing of ideas, facilitation, or creation to help teachers improve the learning situation
and quality of learning in the schools.
2. Along with the policy of DepEd and relative to the Learning Recovery Plan, some of the cities,
conforms to the conduct of
Instructional Supervision to guide its instructional leaders, school principal, master teachers, head
teachers and teachers. It undergoes proper procedures to prepare all concerned with the needed
materials, tools and forms to avoid conflict and misinterpretation in the conduct of instructional
supervision.
3. School instructional supervision includes the preparation of a monthly supervisory plan of head
teachers and master teachers along with the annual
supervisory plan of the school principal. This will be the basis in the conduct of instructional
supervision and technical assistance.
WHAT ARE THE AIMS OF SUPERVISION?
1. Provide necessary leadership in studying, planning, improving, coordinating and evaluating the
school program and in handling of problem areas that materialized in school.
2. Determined whether the individual who is responsible for the action understands the information and
the directions that we were given to him previously and whether he following them satisfactorily.
This purpose is constructive. In some instances, supervision leads to corrective action. (Miranda, G.
1999)
MAJOR FUNCTIONS OF SUPERVISION
1. Inspection- survey the school plant and facilities, textbooks, classrooms
Evaluate records/forms, room structuring
2. Research- solving immediately problems in the school or classrooms. Presence of anecdotal record,
case analysis, case study, action research.
To solve actual problem in the classroom
3. Training (in- service training program) - conferences, workshop, practicum, formal schooling,
seminars.
Known as staff development including the non-teaching personnel
Purpose: upgrade/ update the skills and competences of teaching and non-teaching
personnel because education is dynamic process, there are changes so we need training.
Update the curriculum that meets the needs of the community according to their culture.
4. Guidance- help given to someone.
5. Evaluation- to find out where the pupils are. Assessment of the training outcomes using evaluation
instruments.
TYPES OF INSTRUCTIONAL SUPERVISION
1. Clinical Supervision
2. Intensive Guided Supervision
3. Collaborative Supervision
4. Peer Supervision
5. Self-directed Supervision
Clinical supervision
• Process model focused on teaching as a complex interaction.
• Roles are prescribed: T instructs, conducts conferences, and gathers data, analyses and make
judgments.
• Steps
1. Establishment of T/S relationship
2. Planning of a lesson or series of lessons
3. Actual teaching and observation
4. Analysis of the teaching- learning process by S/T
5. Setting up/holding of conference
6. Re-planning
Intensive guided supervision
• Requires maximum involvement and total control S
• Involves step-by-step approach to supervision between T/S
• Appropriate for mostly low and some moderate degree T
• Steps:
1. Identification of a skill improvement area by T,S or T/S
2. Development of a detailed plan of improvement.
3. Guided implementation
4. Teaching/ observation
5. Analysis of result
6. Identification of emerging need
Collaborative supervision
• Appropriate for mostly moderate/some high degree T
• Steps:
1. Arriving at agreements on area to be worked on by T/S
2. Cooperative development of plan and implementation scheme
3. Implementation of plan with or without active participation of S
4. Review of plan after time period has elapsed
Self- directed supervision
• Appropriate for T with special needs/ interests
• T supervises own efforts for improvement
PEER SUPERVISION
• Appropriate for top/excellent T/S
• Self-directed improvement
• S assists T/S in gaining skills
• 2 teachers work together/ supervise themselves
• TS agree with Son objectives, implementation plan, evaluation criteria, time frame, etc.
EFFECTIVENESS OF INSTRUCTIONAL SUPERVISION TO TEACHER’S COMPETENCE
In the field of education, supervision is indispensable if we want to ensure the progress and
development of our clientele – the students. It is a noble task vested on every school principal or
administrator to see to it that teachers under his administration are performing at their utmost, at their most
excellent. Leadership at all levels needs to be nurtured for this to occur. The school administrator
definitely plays a key role in making it all happen.
As pointed out by San Antonio (2001) a good supervisor must have a clear focus on curriculum,
instruction, assessment and professional culture. Despite the multitudinous demands and his job, he must
not lose sight of his primary task of improving instruction so that goal setting and target listing activities
should top the list of his priorities.
On the other hand, according to Alfonso (2000), supervision in all organizations, schools included
contributes to effectiveness and to goal attainment. It does so by interpreting and giving meaning to
organizational goals; by gaining commitment to what become mutually shared objectives; by assisting
people in making their work efficient, effective and personally rewarding; by handling communication
networks across organizational levels; and by helping create an organization that values human beings and
recognizes and rewards excellence.
The significance of instructional supervision in the achievement of the vision, mission, goals and
objectives for quality basic education in the country today cannot be over emphasized. In the hands of
the principals are laid the huge responsibility of helping or assisting teachers to bring out quality teaching-
learning outcomes. These educational leaders are empowered to create a learning environment that will
enable them to become highly competent to assume great responsibility for their own growth and in finding
solutions to their own problems.
