DEVELOPMENT OF INSTRUCTIONAL SUPERVISION

EDU 5818 INSTRUCTIONAL SUPERVISION

Dr. Ramli Bin BasriJabatan Asas Pendidikan

Fakulti Pengajian PendidikanUniversiti Putra Malaysia

Room G28Tel: 019 224 1332

SMS PREFEREDEmel:

ramlibasri@putra.upm.edu.my

AKTIVITI MINGGU 1

1. Perbincangan tentang penyeliaan2. Penerangan tentang sinopsis dan rancangan

kursus3. Kuliah 14. Perbincangan mengenai artikal 1 dan 25. Penjelasan tentang penilaian kursus

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WHY INSTRUCTIONAL SUPERVISION?

“…as the most significant and costly resource in schools, teachers are central to school improvement efforts. Improving the efficiency and equity of schooling depends in large measure, on ensuring that competent people want to work as teachers, that their teaching of high quality, and that all students have access to high quality teaching.”

[Organization for Economic Co-operation and Development (OECD); petikan daripada PIPP KPM 2007; hal 106]

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CONTENTS

1.Traditional view of instructional supervision2.Models of supervision3.Development of teacher evaluation4.Further readings5.Assignment

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Traditional View of Instructional Supervision

• How many times have been observed in the classroom?

• Let us discuss your experience and reflections (you, supervisors and administrators).

• Why such perceptions?• What are factors?• What are the antecedents?• History of schools in the late 19th century.

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Model 1: Supervision as Inspection

Inspection from late 19th century• School infrastructure• Teachers competency (to retain or to dismiss teachers)• Improve instruction• To achieve quality schooling, quality instruction, order

to school system• Supervision by visitation using autocratic methods and

procedures (check lists and quality scales)• Inspectorial and impressionistic.

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Model 2: Supervision as Social Efficiency

Inspection in early 20th century• Factors: Efficiency movement (learnt from industry),

bureaucratization of education and supervision and based on The Principles of Scientific Management and Efficiency.

• Taylorism employed “scientific and professional supervisory methods”

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..Inspection in early 20th century• Scientistic and bureaucratic methods of supervision

aimed not at professionalizing but finding legitimate and secure niche for control-oriented supervision within school bureaucracy.

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Model 2: Supervision as Social Efficiency

Model 2: Supervision as Social Efficiency

Inspection in early 20th century…• Teacher rating using “scientific rating scales or

schemes” to measure teacher efficiency• Employ “teacher efficiency rating scale” • To promote development and improvement of

teachers and to retain efficient teachers. • Supervision as a bureaucratic tool for compliance to

quality schooling.

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Model 2: Supervision as Social Efficiency

Inspection in early 20th century…Weaknesses of “teacher efficiency rating scale” 1. Not aimed at teacher improvement but to conform;2. Abstract and biased; and3. Classification of traits of teachers used in the scales

were ambiguous and ill defined.4. Seen as ways to categorizing, stigmatizing, and

controlling teachers behavior or used for promotion and salary increment.

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Model 3: Democratic Supervision

• Democracy as an ideology, in 1920s and 30s• Theme for supervision 1920s “supervision for

improvement” not “rating efficiency”• Factors in democratic supervision: James Hosic, 1920:1. Clear delimitation of supervisory function;2. Genuine constructive leadership;3. Professional preparation of supervisors;4. Using scientific and impersonal standard of

supervision;5. Recognition of human element. 11

Model 3: Democratic Supervision

• “Supervision is an expert technical service primarily concerned with improving the conditions which surround learning” Burton, 1937

• Later model of supervision based on democratic model• Democracy in supervision implied “a deep concern for

human relationships”• Encouraged and respected the dignity of teachers.

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Model 4: Scientific Supervision

• Rather than rating, more desirable to have “objectively determined item” to evaluate teachers, ie scientific method of supervision

• Supervisors as trained professionals in both the science of instructing pupils and science in instructing teachers (Barr, 1931)

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Model 4: Scientific Supervision

• Teaching broken into specific parts, each with its own standards (Barr, 1931)

• The ends of supervision is when teacher and supervisor works in coordinated fashion (Newlands, 1923)

• Supervisors involved in curriculum• “everyone who is helping teachers to do better and

more satisfying job, is a supervisor” (Rogers, 1945)

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Model 5: Supervision as Leadership

1960s, Supervision as a leadership function, supervision focusing on areas:1.Developing mutually acceptable goals;2.Extending corporative and democratic methods of supervision;3.Improving classroom instruction;4.Promoting research into classroom problems (action research); and5.Promoting professional leadership.

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Model 6: Clinical Supervision

1970s, alternatives to traditional practice, CS (Hill, 1968; Coogan, 1973)•Teaching could be improved by a prescribed, formal process of collaboration between teacher and supervisor•Emphasis on collegiality, collaboration, assistance and improvement of instruction.•CS cycle: preconference, observation and post observation conference

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Post 1980s Supervision Models

• Developmental supervision (Glickman, 1981)• Transformational leadership (Burns, 1978; Sergiovani,

1990)• Teacher empowerment (Darling-Harmond & Goodwin,

1993)• Teacher as leader• Peer supervision (Clarke & Richardson, 1986)• Cognitive coaching (Costa & Garmstron, 1986)• Instructional leadership.

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Instructional Leadership• Origin: effective schools• Premise: Principle as the primary source of

educational expertise-instructional leader (head count, tov, oti1, oti2, etc …)

• Aimed at standardizing the practice of effective teaching

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Instructional LeadershipPrinciple role:1.Maintain high expectation for teachers and

students 2.Supervise classroom instruction3.Coordinate school curriculum4.Monitor students progress

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Transformational Leadership

• Focus on problem finding, problem solving, and collaboration with stakeholder

• Goal: improving organizational performance

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Transformational Leadership

• Principles role: motivate followers by raising consciousness about the importance of organizational goals by inspiring them to go beyond self interest for the sake of the school

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Transformational Leadership

Principles role: to exhibits1. Idealized influence2. Inspirational motivation3. Intellectual stimulation4. Individualized consideration.

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DEVELOPMENT OF TEACHER EVALUATION

• Before 70s – Drop in with a check list• 80s – Clinical and artistic strategies- Supervision is mandated for training- Based on teaching effectiveness, school

effectiveness and instructional leadership theories• 90s – Promoting teacher development and

building professional community of teachers

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• 2000s – Standards and accountability towards school improvement

- Teacher professionalism - Teacher evaluation for school improvement- Culture of continuous learning environment where

teachers are part of communities of practice- Capacity building through leading and learning

together

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• NOW – Standard, accountability, quality, excellence, competitiveness and Key Performance Indicators (KPI)

QUESTION: What is the way forwards for teachers?

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SUMMARY

• Supervision since late 19th century till now• Begins with autocratic and inspectorial,

bureaucratic and social efficiency, democratic, scientific and professional

• Democratic variants from 1960s• Supervision as leadership function, Clinical

Supervision, Collaborative Supervision, Instructional Leadership, Transformational Leadership

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SUMMARY

• To raise the standard of teaching teachers have to be part of the Community of professional where they are engaged in

- Leading and learning together- Guided by standards for accountability.

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FURTHER READINGS: JOURNAL ARTICLE

1. Education Horizon 2008: Twelve Characteristics of an Effective Teacher

2. Education Administration Quarterly “Principal Leadership and School Performance: An Integration of Transformational and Instructional Leadership”

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Assignments1. Sit in your friends class, observe his/her teaching

and report your reflections. Build on your reflection as the class move on.

2. Ask your friend to observe your teaching, discuss and report his/her reflection

3. What are the characteristics of an effective teachers? Ask your students, fellow teachers and your school administrators. Prepare your report in the next class.

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REFERENCE

• Histories, Antecedents, and Legacies of School Supervision. Jeffrey Glanz, Kean University of New Jersey pages 39-79, Handbook of Research on School Supervision, Gerald R. Firth & Edward F. Pajak (Ed), 1998.(UPM Library LB 2806.4 H236)

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Thank you