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INSTRUCTIONAL

SUPERVISION: A TOOL FOR


TEACHERS GROWTH

by: NELSON I. CARVAJAL


PSDS – District VI
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JOHARI'S WINDOW
Low High
ANALYTICAL
PROFESSIONALS
High TEACHERS
III IV
TEACHER DROP-
UNFOCUSED
Low OUTS
I TEACHERS

Level of
LEVEL OF COMMITMENT
Abstraction
QUADRANT I TEACHER DROP-OUTS

 Low level of commitment and low level of abstraction

 Have little motivation for improving their competencies

 Cannot think about what changes could be made and


are satisfied to keep the same routine day by day

 Do not see any reasons for improvement

 In their view, it is the student or the administrator or the


community that needs help, never the teacher

 They come to work exactly on time and leave the school


as soon as officially permissible
QUADRANT II UNFOCUSED TEACHERS

 High level of commitment but low level of abstraction

 Enthusiastic, energetic and full of good intentions

 They want to become better teachers, work very hard and


usually leave school with materials to be done at home

 But their good intentions are thwarted by their lack of


ability to think problems through and then act fully and
realistically

 They usually get involved in multiple projects and


activities but become swamped by self-imposed and
unrealistic tasks.

 The result: they rarely complete any particular instructional


improvement effort before undertaking a new one
QUADRANT III ANALYTICAL
TEACHERS

> Low level of commitment but a high level of


abstraction

> They are intelligent, high verbal people who


are full of bright ideas

> Can discuss the issues clearly and think


through the steps necessary for successful
implementation

> Their ideas often do not result in any action


QUADRANT IV PROFESSIONALS
 High level of commitment and a high level abstraction

 Committed to continually improve themselves,


their students and their fellow faculty members

 Can think about the task on hand, consider alternatives,


make appropriate plan of action

 Others regard them as informal leaders, people to


whom others go willingly to help

 Not only do they provide ideas, activities and resources,


but they become actively involved in
seeing through its completion any proposed plan

 They are both thinkers and doers


Conducting Classroom Observation and
Clinical Supervision
Classroom Obervation Cycle:

1st: Orientation Meeting: Principal and teacher review the purpose and
procedure of classroom observation.

2nd: Pre-observation Conference: Principal discusses with the teacher


the details and goals of the observation as well as the materials
needed in advance.

3rd: Announced Classroom Visits: These are announced classroom


observations

4th: Unannounced Classroom Visits: Principal observes teaching and


classroom management behavior under natural conditions

5th: Post-observation Conference: Principal and teacher analyze


the findings and data from the observation.

6th: Summative Evaluation: Includes agreed upon job improvement


targets resulting from two or three observations done during
the year
Exploration Conference:

 During the conference, the teacher is


encouraged to discuss his/her plans, hopes
and dreams for the year.

Possible Trigger Questions:


a) How do you plan to deal with clarifying
homework/assignments?
b) What problems do you foresee in
implementing curriculum/program?
c) How will you assess the reading ability
of your class?
d) What reading material will you use with
low-level group?
Informal Visits:
a) Purpose of Informal Visits:
• To determine what is actually happening (room, teacher,
pupils)
• To confirm teacher plans (that what the teacher has written is
what is really being done in the classroom)

• To monitor progress (determine if certain suggestions you


made are being implemented)

• To look for potential trouble spots

b) When are informal visits most effective?

• When done in varied times during the day (during prime


instructional time; during late mornings and late afternoons)

• Length of stay depends on what you see and what you are
looking for
c) Guidelines for informal visits:
• Carry with you paper and pencil, but keep these
out of the teacher's sight

• Avoid taking notes while inside the classroom.

• Record your mental notes as you


leave the classroom

• Have mental outline of what to look for:

- teacher attitude -student activity


- teacher activity -room management
- teacher location -room appearance
- materials in use
Observing Classroom Environments:

• The structure, activity and organization of the


classroom dramatically affect learning.

Viewing Student Products:

• Students products verify what the students have


learned, remembered and incorporated into
his/her growing store of information and skills

Making Formal Exploration Observations:

• These provide opportunities to gain information


about the wide range of teaching skills
Clinical Supervision:
• An intensive process designed to improve instruction by
conferring on lesson planning, observing the lesson
analyzing the observation data and giving the teacher
feedback about the observation.

• The focus is on what the teacher does in the classroom.


Supervisor and supervisee works in mutuality
It accomodates not only pre-service supervision of
teachers but also in-service supervision for beginning
and seasoned teachers.

Clinical Supervision may be necessary for


beginning teachers.
They can benefit from the developmental process of:
a) pre-conference
b) the observation, and
c) the post-conference (feedback)
MENTORING TEACHERS ON THEIR IDENTIFIED
AREAS FOR DEVELOPMENT

A. What is the mentoring?


Mentoring is:
a) the process where experienced teachers help guide or
counsel young or new teachers through different
stages of their career

b) the process that supports and encourages learning to happen.


It is viewed in terms of styles, roles, techniques and skills

c) the process which supports learning development, thus


improves performance by an individual or team

d) a special kind of relationship where objectivity, credibility,


honesty, trustworthiness and confidentiality are critical

e) simply one to one meeting to support the teacher in her


desire to improve her personal situation

f) is a deliberate pairing of a more skilled or experienced


person with a lesser skilled or experienced one, with agreed
upon goals. The lesser skilled person is assisted to grow
and develop certain specific proficiences
B. Who is the Mentor?

The mentor is:

 is wise and trusted adviser

 is a significant person who played a role to


another person on different times in different
degrees for a different length of time

 an experienced individual who is willing to share


his knowledge with others who are less
experienced in a relationship of mutual trust

 provided encouragement by sharing enthusiasm


for his job