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 VisitInvitational Visit-

TYPES OF SUPERVISION
OF INSTRUCTION
CLINICAL SUPERVISION
It is a supervision that develops the
teachers 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

Observers 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

Supervisors 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
teachers classroom
behavior and others

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 ones 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
teachers
knowledge and
skills in teaching.

Contents of Teacher Portfolio

Teachers 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 teacheras-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