Assessment plan

INSTRUCTIONAL SUPERVISION PROGRAM IN OMAN

Instructional Supervision Program in Oman

Assessment Plan

Asila AL Hashmi & Narjis AL Hinai

College of education, Sultan Qaboos University

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Content :

....................................................................................................................................................................

Content : ........................................................................................................................................................ 1

Abstract: ........................................................................................................................................................ 2

1. Introduction : ......................................................................................................................................... 3

2. Instructional Supervision Program in Oman (ISP) : ............................................................................. 4

2.1. Instructional supervision definition : ................................................................................................ 4

2.2. Instructional supervisor definition : .......................................................................................... 4

2.3. vision: ........................................................................................................................................... 5

2.4. Mission: ........................................................................................................................................ 5

2.5. Values: .......................................................................................................................................... 5

2.6. Objectives : .................................................................................................................................. 6

2.7. Duties : ......................................................................................................................................... 7

3. Evaluation model: ............................................................................................................................. 12

4. Evaluation of the Instructional Supervision program in Oman ................................................... 13

4.1. Define purpose and scope: ........................................................................................................ 13

4.2. Specify Evaluation Question : .................................................................................................. 13

4.3. Specify the Evaluation Design .................................................................................................. 14

4.4. Create the Data Collection Action Plan .................................................................................. 15

4.5. Collect Data : ............................................................................................................................. 18

4.6. Analyze data .............................................................................................................................. 19

4.7. Document Findings ................................................................................................................... 20

4.8. Disseminate Findings: ............................................................................................................... 22

4.9. Feedback to Program Improvement : ..................................................................................... 22

Conclusion: ................................................................................................................................................. 23

Reference: ................................................................................................................................................... 24

Appendix 1 ( Data collection Methods ) ..................................................................................................... 25

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Abstract:

Ministry of Education is responsible for the development of educational policies and the

management of the school educational system at the national level. It has a lot of departments

with different duties and roles to assuring the quality of educational system. One of the most

important departments is instructional supervision department.

In this paper we aim to know the instructional supervision program aspects that be written by

instructional supervision department and answer the question that is Does the Instructional

Supervision in Oman play an essential role in learning process? Our data collections are teachers

and supervisors by use survey and interview methods.

We found that there is a need to look and aware about teachers and supervisors feedback to

assuring quality. Most teachers and supervisors have a negative attitude toward some aspects of

the program.

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1. Introduction :

Each country tries to raise the quality of its educational system by providing new roles and

services. One of the ways that Ministry of Education (MOE) in Oman uses is the initiating of

Instructional Supervision Program (ISP). The major objective of Instructional Supervision

Program (ISP) is to ensure the quality of Learning Process in schools by evaluating lessons and

assessing teacher performance.

Teachers in school in school know the update in the academic field from Instructional

Supervision (IS) and communicate with them to solve the academic and technical problems that

they face in classes.

1.1.The Goal:

According to educational context that we deal with and as teachers in Ministry of

education In Saltant of Oman, we try to know the Instructional Supervision roles in

Omani educational systems, how they monitor teachers’ lessons, the training that they get

and the competences that they have.

The evaluation of Instructional Supervision program aims to ensure the quality of the

program. By evaluating Instructional Supervision program (ISP), we will assess teachers’

satisfaction of Instructional Supervision (IS) and conducting some interviews with some

Instructional Supervisors.

In order to Evaluate Instructional Supervision Program (ISP), we will have three Phases:

Phase One: Instructional Supervision Program (ISP).

Phase two: Evaluation Model.

Phase three: Instructional Supervision Program Evaluation.

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2. Instructional Supervision Program in Oman (ISP) :1

Instructional Supervisors play an essential role in improving learning process within schools in

Oman. Ministry of education concerns about Instructional Supervision Program (ISP) in order to

make it clear to academic and administrative staff who working in it.

In order to evaluate Instructional Supervision Program (ISP), it is important to mansion the

documentation of Instructional Supervision Program (ISP) which written by Instructional

Supervision Department in ministry of Education in Oman.

2.1.Instructional supervision definition :

Collaborative and pedagogical process aims to modifying learning situation by follow-up (not

observation) and continuous evaluation that done by educational expertise.

2.2.Instructional supervisor definition :

An educational expert who helps teachers in professional development and educational problem

solving which they face. Also, gives teacher technical service to improve teaching strategies and

directs the teaching process in the right side.

1 All the information in this section is written as it in Ministry of education. ( n.d).

Instructional supervision roles and duties .

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2.3.vision:

Leadership and mastery in supervision and academic procedure to create effective learning and

educational environment which will be reflecting in building eligible outcomes that achieve

higher education and Labor market needs.

2.4.Mission:

Pursuit to achieve the mastery in supervision and improve academic level performance in

supervising and collaborating framework that cover all aspects in learning and educational

process which come from our religion (ISLAM) and society fitting quality assurance standard

and applying the newest technology in order to give it the personal, pedagogical, knowledge and

professional competencies that will reflect positively in learning outcomes to achieve higher

education need.

2.5.Values:

● Respects.

● Profession.

● Credibility.

● Team work.

● Yield.

● Human relationship.

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2.6.Objectives :

1. Guide teachers to understand children’s growth characteristics, needs, and ways of

satisfaction and means of resolving various problems by using modern educational

methods.

2. Corporate with teachers to achieve the school’ goals.

3. Generalize/ diffuse the acquired/ obtained experiences to teachers.

4. Facilitate the process of achieving the profession’ mission of teachers by offering

opportunities for training.

5. Provide a suitable environment.

6. Demonstrate various and updated teaching strategies for teachers.

7. Identify the students learning levels in consideration of their knowledge and skills.

8. Encourage teachers to criticize educational curriculum and identify its strengths &

weaknesses.

9. Mentoring or providing for mentoring of beginning teachers to facilitate a supportive

induction into the profession.

10. Bringing individual teachers up to minimum standards of effective teaching (quality

assurance and maintenance functions of supervision).

11. Improving individual teachers' competencies.

12. Working with groups of teachers in a collaborative effort to improve student learning.

13. Relating teachers' efforts to improve their teaching to the larger goals of schoolwide

improvement in the service of quality learning for all children.

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2.7.Duties :

2.7.1. Planning

Prepare the annual plan for his/her work.

A good planning for the professional and skills development of teachers.

Prepare the supervisory visits plan.

Plan for exchange visits for teachers.

Plan to follow up the implementation of the curriculum.

Do training plan for teachers.

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Plan for evaluating the performance of teachers and students to improve

performance.

2.7.2. Curriculum :

Participate in the curriculum authoring and panel discussions.

Contribute in analyzing and evaluating curricula.

Follow up the curriculum implementation.

Encourage teachers to use the appropriate the teaching methods in learning.

Encourage teacher to use the laboratories, learning resources center and

teaching aids to serve the curriculum.

Suggest for curriculum development mechanisms.

Suggest books and periodicals that enrich the curriculum.

2.7.3. Educational Situation :

Convene individual meetings with teachers after the visited lessons to

discuss it with them and answer their questions about the problems that they

face in teaching Process.

Follow up new teachers, providing them with the necessary expertise and

develop their performance.

Guide teachers to divers their teaching methods to suit the capabilities of the

students and the nature of the educational situation by using proper language.

Guide teachers to give students the importance of self-learning skills.

2.7.4. Follow-up field

Do supervisory visits to various schools, with the aim of:

Complete teachers’ database and identify the deficit in the number of teachers

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Insure that the arrival of material for schools (printed materials, audio-visual

materials, books and teacher’s guide.

Insure the faith in dividing the Curriculum between teachers.

Inventory of the training needs of teachers

Stand on the most important problems facing the teacher and student in the

Subject.

Dealing with senior teacher as a supervisor inside school.

Meet with senior teachers and follow-up their performance.

Attend to teaching lessons with some teachers in coordination with the senior

teacher.

Follow-up the educational situation in all its aspects and provide feedback to

the school administration.

Use different method in supervision according to educational situation

requirements.

Write reports and submitted to the Human Resources Development

Department by senior supervisors.

2.7.5. School environment and community :

Join in schools activities in her/his supervised school.

Built positive relationships with teachers, senior teachers, administrators and

local community.

Guide the teachers to use the local community possibilities in the

implementation of educational activities.

Deal with school as a unit of the building blocks of society.

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Participate in Parents’ councils.

Work to raise parent’s role in learning process.

2.7.6. Professional growth

Refresh the culture and knowledge.

Set up-to-date in the field.

Spread professional culture.

Get benefit of modern technologies.

Develop scientific experience.

2.7.7. Training :

Assess the training needs of the teachers.

Prepare and implement the training programs as educational field needed to

improve the performance of teachers.

Participate in train teacher for latest educational developments.

Do mini-training for teachers per school or several schools level.

Coordinate between teachers in one or several schools to do exchange visits.

Assess the impact of training in the field.

Do continuous training and encouraging teachers to have self-professional

growth.

Encourage teachers to participate in training by providing workshops.

2.7.8. Tests and Evaluation :

Help senior teacher and others teacher in writing test.

Update teachers about educational assessments news.

Participate in the central achievement tests and other tests.

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Analyze test results and write the recommendations.

Evaluate achievement levels for students.

Guide the teachers in how to develop treatment plans and enrichment for

students in the subjects.

Encourage teachers for self-assessment.

Participate in evaluating the performance of schools.

Evaluate teacher performance.

2.7.9. management:

Refresh the teacher’s database.

Manage educational meetings for teachers.

Write the documentation of senior teachers work.

Write a semester report and annual report on all its duties.

Implement the rules and regulations.

This is how the ministry of education defines and presents the Instructional Supervision Program

(ISP). What they mean by Instructional Supervision Program (definition, mission, vision, value,

objectives and finally the duties of Instructional Supervisor). The next phase will present in

evaluation model that will be use in evaluating Instructional Supervision Program (ISP).

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3. Evaluation model:

“Effective program evaluation is a carefully planned and systematic approach to documenting

the nature and results of program implementation. The evaluation process described below is

designed to give you good information on your program and what it is doing for students, clients,

the community and society”2 . The process will help you think through the evaluation in a

thorough manner before you begin to implement a program. It will help you document the

impact of your program and use the results for program improvement. The suggested evaluation

process contains nine steps:

2 Wall,J.(n.d). Program evaluation model 9 steps process

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4. Evaluation of the Instructional Supervision program in Oman

According to the evaluation model that we Minchin in phase two, the steps of Evaluation of the

Instructional Supervision program in Oman will be nine steps.

4.1.Define purpose and scope:

4.1.1. Evaluation Purpose :

Instructional supervision is a vehicle to enhance the performance of teachers. One of the most

critical problems facing the profession is how to develop the profession of beginner’s teachers.

Also, how improve the performance of experienced teachers.

4.1.2. Evaluation Goals

In this paper we try to evaluate instructional supervisor’s performance and the

training environment that they get who and how they take it.

The paper aims to:

Evaluate the Instructional Supervision effectiveness in teaching process.

Assess the validation of instructional Supervision rubric.

Analyze the types of Instructional Supervisors’ training.

Measure the awareness of Instructional Supervision role in school.

4.2. Specify Evaluation Question :

4.2.1. Evaluation Question :

Does the Instructional Supervision in Oman play an essential role in learning

process?

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4.2.2. Evaluation Section :

In order to answer the evaluation Question, we will have different sections of

evaluation that are:

a. IS effectiveness in teaching process?

b. IS evaluation rubric.

c. IS Training.

d. Instructional Supervision role in school.

4.3. Specify the Evaluation Design

As Janet explain this step by: “There are several ways to design the evaluation. Some

evaluation designs can become very complex requiring various randomized control

groups and complex statistical analyses. Other designs can be implemented easily by

school personnel with analysis requiring only basic math.”3

Status Designs: help to determine what is happening in the here and now. This

simply requires an observation at the current time.

Change Designs: try to determine the impact a particular action or intervention has

had on a group of individuals. There are at least two ways to do this. You might

create a survey or conduct an interview.

3 Wall,J.(n.d). Program evaluation model 9 steps process.

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Comparison Designs: are used to determine how programs have affected one group

versus another group or one program versus another. The best way to determine

differential effects on groups or of programs is to use a comparison group design.

Longitudinal Designs: are used when you want to know the effects over time. A

typical evaluation question might involve a study of what high school graduates are

doing after leaving high school 3 years after high school graduation. You would

survey the group one or more times after the program’s completion, depending on

your question.

Because the paper want to assess the Instructional Supervision Program (ISP) impact

in learning process (teacher performance and student achievement), the evaluation

designs that will be use is Change Designs.

4.3.1. Evaluation Instruments:

Because the evaluation design that been chosen is Change Designs, the instruments

that will be use to answer the evaluation question are survey and interviews.

4.4.Create the Data Collection Action Plan

4.4.1. Data Collections :

The resources of Data Collections are:

Supervisors (Because the Program evaluation related to them)

Teachers (Because they are the target audience of Instructional

Supervision Program (ISP), and they can determine the impact of the

program.)

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IS effectiveness in teaching

process.

Supervisors’ Interviews.

Teachers’ Survey.

IS evaluation rubric.


Teachers’ Survey.

IS Training.


Training Center

Interview.

Instructional Supervision

role in school.


Teachers’ Survey.

Training Center( Because they have the responsibilities of training and

workshops that provided by Ministry of education in Oman)

4.4.2. Data Collection Methods:

According to the Evaluation Instruments and Data Collections the Data Collection

Methods that will be use to insure the quality of Instructional Supervision

Program (ISP) are:


Teachers’ Survey.

Training Center Interview.

The chart below describe the evaluation methods that connecting between Data

Collection Methods and evaluation section:

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4.4.3. Action Plan :

Evaluation Question

( Does the Instructional

Supervision in Oman play an

essential role in learning process

What is collected

IS effectiveness in teaching

process, IS evaluation rubric and

Instructional Supervision role in

school.

How Collected/What Technique

Survey

From whom \ Data source

Teachers

When collected and by whom

Week 13-15

By Evaluator

How are data to be analyze

Positive responds and negative

responds; 85% positive responds

is acceptable

Evaluation Question

Does the Instructional


essential role in learning process

What is collected

IS effectiveness in teaching process, IS

evaluation rubric IS training and

Instructional Supervision role in

school.

How Collected/What

Technique

Interview


Supervisor


Week 9-13

By Evaluator


Qualitative data analysis by

using CAQDAS( Computer

Assisted Qualitative Data

Analysis) software

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Evaluation Question

( Does the Instructional


essential role in learning process )

What is collected

IS training.

How Collected/What Technique

Interview


Training Center


Week 14

By Evaluator


Qualitative data analysis by using

CAQDAS( Computer Assisted

Qualitative Data Analysis)

software

TO see data collection methods, look to the appendix

4.5.Collect Data :

4.5.1. Response Rate :

To answer the evaluation question which is (Does the Instructional Supervision in

Oman play an essential role in learning process), we will:

4.5.1.1.Teacher survey :

In teacher survey, we will try to have up 35% from teachers who works within

ministry of education. To reach this percentage we will:

Emphasize the importance of the questionnaire or survey

Use a postage-paid return envelope

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Send out the survey a second and third time, if necessary

Keep the survey short and to the point

Make it attractive

Keep the responses anonymous

Consider using a web-based survey.

4.5.1.2.Supervisor interview :

The sample of Supervisor interview will be up to 10 interviews.

4.6. Analyze data

As what we wrote in the action plan, we will analyze the data that related to the

survey by using the percentage. Here the percent of the teacher response:

4.6.1. Teacher’ survey :

Supervision evaluation survey from teachers' view

The Positive responds

percentage The Questions

Instructional Supervision (IS)effectiveness in teaching process

87% IS has an impact in teaching process

63%

My supervisor gives me feedback that helps me improve my performance.

70% IS is important in learning Process

43% I do all thing that IS said

82% I believe that an IS has an essential role in educational system

60% All the IS have appropriate competencies

75% My supervisor is available when I need

59% Overall, I am satisfied with the job being done by my supervisor

Teacher evaluation rubric (ER)

55% I think the criteria in ER is enough

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60% ER has all the criteria that a teacher should be assessed

52% I feel my job performance is evaluated fairly.

65% My supervisor tries to understand my point of view when he/she discusses

problems or projects with me before ER point is set

IS role in school

88% I know all the roles that the IS should do in school

82% IS comes to school to assess the teachers only

71% IS participates in developing curriculum.

4.6.2. Supervisors’ interview :

In the first section which is Instructional Supervision (IS)effectiveness in teaching

process , all the interviewer supervisors believe about the instructional supervision

importance in learning process .they have various reasons to be an instructional

supervision . Five out of right supervisors be an IS to try new position after five years

of teaching in school. Few of supervisors are satisfy about the instructional

supervision program in Oman. The most challenge that they face is teacher’s attitude

toward them.

In the second section which represent the evaluation rubric, seven supervisors think

that the rubric should be changed to be fairer.

In training section, all the supervisors agree with the need of more workshops and

training.

4.7. Document Findings

We find after we implement the evaluation instrument that we use to evaluate

Instructional supervision program (ISP) the following:

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4.7.1. The finding from teachers :

Most of teachers believe in the important of IS in learning process.

Most teachers do not apply IS comments.

The teacher do not aware about all the IS duties in school.

Most teachers agree on the need of change Evaluation Rubric.

4.7.2. The finding from supervisors:

Most of supervisors choose to be in this position only to change the working

environment after many years in teaching.

The supervisors not sure about the competences that they must have and if

they have it already.

The supervisors agree on the need of change Evaluation Rubric.

Most of supervisors do not do all the duties related to them because of the

time.

Most of supervisors ask for more training.

Few of supervisors mention an improvement in teacher performance that

made by them.

The time with the large of duties that they should do make the number of

training few.

4.7.3. The finding from Training center:

Ministry of education has the responsibilities in IS training.

From one to three workshops the IS attend annually.

IS need to have more training.

Only few staff join to online training courses.

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4.8.Disseminate Findings:

We will present the finding by using an e-mail at the first to have a meeting with

Instructional supervision department in ministry of education. Then we will design a

presentation to present the assessment plan, process, response and finding.

4.9. Feedback to Program Improvement :

According to what we find related to Instructional supervision program (ISP) in

Oman, we think in order to improve the program quality:

Establish online courses to improve supervisors’ competencies and skills.

State the IS duties in E-portal and make it available for teachers.

Find another channel rather that visit field to raise the communication between

teachers and supervisors.

Modify evaluation rubric after having the suggestions from teachers and

supervisors.

Make the process of monitoring and judging teacher performance more flexible.

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Conclusion:

Instructional supervision program (ISP) documentation that written by Instructional

supervision department has all the aspects that the program should have. The problem of

Instructional supervision program (ISP) comes from its implementation. We should be

aware about the program as a teachers and supervisors and the ministry of education

(MOE) should care about supervisors and teachers feedback in order to improve it. MOE

make a lot of effort to develop educational system and it will reach the quality only if all

the staff within it aware and care about learning process. all of teachers , supervisors ,

administrators and other staff responsible to communicate with the MOE to give the

comments and feedback which related to any aspects of learning process.

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Reference:

Wall,J.(n.d). Program evaluation model 9 steps process. Retrieved November 15, 2.16

from http://www.janetwall.net/attachments/File/9_Step_Evaluation_Model_Paper.pdf

Ministry of education. ( n.d). Instructional supervision roles and duties.

http://www.janetwall.net/attachments/File/9_Step_Evaluation_Model_Paper.pdf

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Appendix 1 ( Data collection Methods )

Supervision evaluation survey from teachers' view

Strongly

disagree Disagree N/A Agree

Strongly

agree

Instructional Supervision (IS)effectiveness in

teaching process

IS has an impact in teaching process

My supervisor gives me feedback that helps me

improve my performance.

IS is important in learning Process

I do all thing that IS said

I believe that an IS has an essential role in

educational system

All the IS have appropriate competencies

My supervisor is available when I need

Overall, I am satisfied with the job being done by

my supervisor


I think the criteria in ER is enough

ER has all the criteria that a teacher should be

assessed

I feel my job performance is evaluated fairly.

My supervisor tries to understand my point of view

when he/she discusses problems or projects with me

before ER point is set

IS role in school

I know all the roles that the IS should do in school

IS comes to school to assess the teachers only

IS participates in developing curriculum.

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Training Center’s interview are:

Who is responsible of IS training?

What kind of training that the IS get?

How many workshops that the IS get?

Why you don’t increase the number of IS workshop?

IS Interviews

Instructional Supervision effectiveness in teaching process

How important is IS in education ?

What makes you decide to become IS?

Do you notice any improvement in teacher skill because of your feedback?

What is the challenges and barrier that you face as an IS?

What is the competences and skills that the supervisor should have? Do you think all IDS have it?

What is your level of satisfaction with IS program in Oman?


Does the ER have all evaluation criteria that we should assess?

Does ER enough to judge teacher?

What are the criteria that we should use to assess lesson? Is it in ER?

What the criteria that we should add to ER?

IS Training

What kind of workshop did you attend? And how many ?

Do you have online training? How do you feel about having online training?

What other training would you like to attend?

IS role in school

What is your role in school?

What other role do you play in school?

Are you satisfied with your role in school?