Instructional Supervision and School Supervision

2 0 1 5 - 2 0 7 MAHAM NAVEED2015-245

M.ED SECONDARY

SUPERVISION

• Supervision is the job title of a low level management position that is primarily based on authority over a worker or charge of a workplace

• Supervisor, boss, overseer, coach, facilitator, monitor, or area coordinator

SUPERVISION

• Supervision is an expert technical service primarily aimed at studying and improving co-operatively all factors which affect the child’s growth and development

(According to Barton &

Burckner)

SUPERVISION

• Supervision creates the awareness of sound education philosophies in teachers and makes them to be aware of educational policies and reforms in schools

(OJOGWA 2001)

DIFFERENCE BETWEEN SUPERVISOR AND MANAGER

• A supervisor is responsible for the productivity and actions of a small group of employees

• Supervisor does not typically have "hire and fire" authority• Supervisor does not have budget authority

INSTRUCTIONAL SUPERVISION

• Instructional supervision is one of the processes by which school administrators attempt to achieve acceptable standards of performance and results

(Peretomode, 2001)

• According to Jonasson (1993):• To promote student learning in schools, we must invest

time, money and energies into the training and development of teachers

INSTRUCTIONAL SUPERVISION

• Instructional supervision is the function in educational systems that draws together the discrete elements of instructional effectiveness into a whole educational action

(Glickman, Gordon, & Ross-Gordon) (1995, p. 15)

THE HISTORY OF INSTRUCTIONAL SUPERVISION

• In colonial New England, supervision of instruction began as a process of external inspection in 1830

• One or more local citizens were appointed to inspect both what the teachers were teaching and what the students were learning

Roles and responsibilities of instructional supervisor

• Lead teachers

• Mentors

• Curriculum specialists

• Project directors

• Trainers

• Peer coaches and peer supervisors

SUPERVISION IN PRIMARY LEVEL IN PAKISTAN

• Teachers

• Assistance Education Officers

• Deputy District Education Officers

• District Education Officers ( Behlol, 2007)

Skills required for instructional supervision

• (According to Olowoye, 1989 )

Pedagogical Skills Evaluation skills Displinary skills

Motivation Skill Reporting skills

Minimum 5 years

experienence of primary school

teaching

MODELS OF SUPERVISION.

MODELS OF INSTRUCTIONAL SUPERVISION

Models of Instructional Supervision

Traditional or Clinical

Supervision

Psychotherapy-Based

Supervision Models

Supervisee-centered

Person-Centered

Patient-centered

Developmental Models of

Supervision

Integrated Development

Model

Ronnestad and Skovholt’s

Model

CLINICAL SUPERVISION

• Gold hammer and Cogan in the early 1970’s• Acheson and Gall (1987), refined the process by

including only three basic processes

The planning or pre-conference

The observation

The feedback conference

CLINICAL SUPERVISION

• It is in class support system designed to deliver assistance directly to teachers to bring about changes in classroom operation and teacher’s behavior.”

• Advantages:• Provision of objective feedback on instruction• Identify and solving instructional problems, • Assisting teacher in developing strategy to promote

learning, • Motivating the students and managing the classroom

PSYCHOTHERAPY-BASED SUPERVISION MODELS

• A learning process by providing a coherent approach to therapy in which knowledge, theory and technique derived from a specific orientation inform the conduct of treatment and provide a clear focus of supervision

• Frawley-O’Dea and Sarnat (2001) classify into three categories

PATIENT-CENTERED

• Focuses the supervision session on the patient’s presentation and behaviors

• The supervisor is seen as the uninvolved expert who has the knowledge and skills to assist the supervisee, thus giving the supervisor considerable authority (Frawley-O’Dea & Sarnat, 2001)

SUPERVISEE-CENTERED

• Process focuses on the supervisee’s resistances, anxieties, and learning problems

• Supervisee-centered supervision can stimulate growth for the supervisee as a result of gaining an understanding of his/her own psychological processes

THE SUPERVISORY-MATRIX-CENTERED

• Introduces examination of the relationship between supervisor and supervisee

• Supervisor’s role is to “participate in, reflect upon,

• To interpret relational themes that arise within either the therapeutic or supervisory

3. DEVELOPMENTAL MODELS OF SUPERVISION

• Focus on how the counselor will change as they gain further training and supervised experience

• Encourages the supervisee to use prior knowledge and skills to produce new learning

THE STOLTENBERG MODEL IDENTIFIED FOUR STAGES OR LEVELS:

Supervisee is dependent on the supervisor, by they lack in self-confidence

Supervisee a striving for independence

Becoming more insightful and motivated

Supervisee confident with their interpersonal and

Communication skills

4. INTEGRATED DEVELOPMENT MODEL (IDM)

• Developed by Stoltenberg (1981) and Stolt enberg and Delworth (1987) • IDM describes three levels of supervisee

Entry-level students who are

high in motivation

At mid-level and experience fluctuating confidence

Stable in motivation, have

accurate empathy

tempered by objectivity

TEACHERS' PERCEPTION OF SUPERVISORY PROCESSES

TEACHERS' PERCEPTION OF SUPERVISORY PROCESSES

• In Ethiopia, many teachers resent or even fear being supervised due to biased towards evaluation or inspection

(Haileselassie, 1997)• For less experienced teachers supervision is

viewed as a meaningless exercise (Starratt,1998)• Potential to improve schools will not be fully

realized by supervisors (Sergiovanni & Starratt, 2007)

SCHOOL SUPERVISION

Any institution at which instruction is given in a particular discipline

School is administered, managed and leads in an effective manner to achieve the educational objectives

SCHOOL

SCHOOL SUPERVISION

• A whole mechanism systematically designed to accomplish the educational objectives efficiently so that internal structure of the school is determined by the functions which are carried on towards those ends

Eregie and Ogiamen (2007)

PURPOSE OF SCHOOL SUPERVISION

• According to Universal Basic Education (UBE) programmes manual (2002)

• Ensuring that teachers do their work affectively

• Cost-Benefit Analysis

• Providing technical assistance and sources of instructional material to teachers

• For the approval of opening of new schools

BASIC PRINCIPLES OF SCHOOL SUPERVISION

Constructive Criticism

Plan

Networking

Dialectical RelationCode of

Conduct

Createhealthy

environment

Adequate Information

for Employees

TASK AREAS OF SUPERVISION

Developing CurriculumOrganizing for InstructionProviding Materials and

StaffArranging for In-service EducationDeveloping Public Relations

Evaluating Instruction

Research on instructional supervision in the world

• Strategies For Improving Supervisory Skills For Effective Primary Education In Nigeria

(Edo Journal of Counseling Vol. 2, No. 2, 2009)• A comparative study was carried out of selected

government, private‐aided and private senior secondary schools in India

• Teachers’ Perceptions towards Classroom Instructional Supervision: A Case Study of Nkayi District in Zimbabwe

(International J. Soc. Sci. & Education 2013 Vol.4, No. 1)• The Relationship Between Principals Supervisory

Strategies and Teacher’s Instructional Performance in Delta North Senatorial District, Nigeria 2010

INSTRUCTIONAL SUPERVISION PRACTICE IN PAKISTAN

• Ahmed and Ali (cited in Ali, 2000) have mentioned that appointments of teachers is a political process

• Supervisors in Government Primary Schools in Karachi, Pakistan by Nilofar Vazir (2008) works reveals teachers are not appointed for primary schools

• Supervision and Supervisory Practices at Primary Level in Pakistan reveals that the supervisors don’t visit schools to find out the problems of teachers

CHALLENGES OF SCHOOL SUPERVISION DEVELOPING NATIONS

Staff Inadequac

yPolitical

InstabilityPayment

of Teachers

Poor Human

Relations

Lack of Adequate Training

Fiscal Inadequac

y

Shortage of

External Supervisor

Teachers Who

Resist Supervisio

n

RECOMMENDATIONS

• The supervisors should behave and function as teachers’ friends, adviser, guide and consultant

• Recruitment of instructional supervisors should be based purely on academic qualification

• The senior teacher should be trained to provide supervisory facilities to the beginning teachers

RECOMMENDATIONS

• Need of the training programme for the supervisors to improve their knowledge, skills and attitude to perform their duties

• Supervisors that excel in their assignment should be rewarded

• Supervisors should be empowered with human resources and funds

REFERENCES• Bernard, J. M. (1979). Supervisor training: A discrimination model. Counselor

Education and Supervision, 19, 60-68

• Oliva,P.F and Pawlas,E.G. (2004), Supervison for today’s schools (7th Ed). Wiley Publishing,Inc

• Samuel.C.C (2008). Supervision concept and skill building.(6th Ed). McgrawHill, Boston

• Tshabalala. T (2013) Teachers’ Perceptions towards Classroom Instructional Supervision: A Case Study of Nkayi District in Zimbabwe. International J. Soc. Sci. & Education 4 (1)

• Nolan,J and Hoover, L.A. (2005). Teacher supervision and Evaluation theory into practice. JohnWiley & Sons,Inc

THANK YOU