The document discusses educational supervision. It defines supervision as a systemic function of diagnosis and feedback aimed at improving educational services and teacher development. The objectives of supervision are to evaluate teaching practices, identify teacher training needs, and ensure schools are effectively implementing their educational models. The document also notes problems with supervision in rural areas, where management is often poor and supervision from higher levels does not adequately monitor pedagogical processes, teacher and director roles, or provide guidance for improvement. Effective supervision is important for increasing educational quality and preventing mismanagement.
The document discusses educational supervision. It defines supervision as a systemic function of diagnosis and feedback aimed at improving educational services and teacher development. The objectives of supervision are to evaluate teaching practices, identify teacher training needs, and ensure schools are effectively implementing their educational models. The document also notes problems with supervision in rural areas, where management is often poor and supervision from higher levels does not adequately monitor pedagogical processes, teacher and director roles, or provide guidance for improvement. Effective supervision is important for increasing educational quality and preventing mismanagement.
The document discusses educational supervision. It defines supervision as a systemic function of diagnosis and feedback aimed at improving educational services and teacher development. The objectives of supervision are to evaluate teaching practices, identify teacher training needs, and ensure schools are effectively implementing their educational models. The document also notes problems with supervision in rural areas, where management is often poor and supervision from higher levels does not adequately monitor pedagogical processes, teacher and director roles, or provide guidance for improvement. Effective supervision is important for increasing educational quality and preventing mismanagement.
The teaching administration needs to know and to have
information about what it happens at the educational institutions, to take the tending measures to the continuous improvement of learning. SUPERVISION Conceptualization of the word supervision It is a systemic function of diagnosis and of feedback, meal iced improvement the educational service and to the personal development of the supervised. The term supervision means: Ample vision that is more than enough your field of activities has to have the director of an educational institution to assure its careful vigilance and improvement According to Hick supervision should be understood like vocational guidance and help, explained bi competent people on the subject of education, when and where be necessary, tending to the perfecting of the total situation of teaching and learning Basic show of the one belonging to Supervision is improving the pupils learning according to Kinball Wiles If any person in a supervisory position does not contribute to the most effective learning at the classroom, his existence in such position is not justified What for does it supervise? What are its objectives? After the fashion of the Ministry Of Education's Manual, the objectives of the educational supervision are: Knowing in what measure is being applicable model learning that the school has proposed to offer itself to the pupils. a. Developing the capacities of the teachers for the educational practice, centered in the student. In consequence the director has to perform two tasks: Evaluating the pedagogic work at the classroom and guiding to the teacher in the improvement in the pedagogic practice. Identifying the teachers' needs of capacitation. THE SUPERVISION IN THE EDUCATIONAL SYSTEM IN RURAL AREAS PROBLEM The rich countries neither poor countries do not exist according to Peter Drucker, but exists countries very managed and countries badly managed. This theory fulfills at the sector education at our country itself and particularly at our region Puno, the problems is from the Ministry Of Education, from the Regional Managements, from the Unities Of Management Local and direction Management of the Educational Institutions. Concrete case takes place at Pomaoca Educational Secondary Agroindustrial Institution of Moho Province that belongs to Puno region. A good administration in pedagogic step neither in administrative step does not exist at this educational institution, the processes of scientific management are not applied, by no means the supervision on the side of Educations Regional Management, does not exist supervision on the side of the Educational Local Unity of Management Moho neither a great deal less than the Director of the Educational Institution. First, the UGEL Moho does not make supervision only the personnel manager gets to the Educational institution to see the signatures of the teachers in control of help, as if the educational end would be the teachers' signature, he does not supervise the pedagogic advance, he does not supervise the institution's application of administration's instruments, he does not supervise the director's function, he does not supervise the teachers' function. Teachers feel bad when they hear people talking of supervision. Directors feel bad when they are supervise themselves, directors feel arrogant when they supervised. Students do not know why the director began to listen to the kind of the teacher himself all this for lack of communication, for lack of information, and simply for ignorance. Because a teacher that is executing well the facilitation of learning, will feel better when the supervisor gets to monitor his work, because as the supervisor is of bigger experience you have to get over new elements or strategies to him for the better the method or the procedure in your learning session. In order to avoid that bad information, with this paper or document, we are making a contribution: Orientation, information, verification, show, duties, what you should not prepare, etc. If we go at the mismanagement at the educational field, our country will continue to be a last country because the more important power of a country is Education, if only supervision was executed in administration, the educational quality would increase its level. In last decades, system's concepts, structure, process, control and information technology has integrated into the educational sciences as developmental eminently pedagogic others' guidelines; Such argument was based on the results achieved in other disciplines, like administration and economy, which have a lot of relation with education and system, a general definition on the educational system is that one that consider it the State as a totality with cross-linked dependent and complementary elements, person in charge of conducting the process in a society intentionally, toward the achievement of intentions that comes into question, which should make sense to the economic system and politician in use. In other words according to as education is judged, it will keep on determining blends and will have particular characteristics, guided to the reproduction of the social models, for what's general one belonging to schematic, stereotyped, discerned character, etc indispensable to hold the social order. Within the class-conscious society. Determined for the DS. No 050-82 ED that approve the regulations of the system of educational supervision; which have like preventive purpose the correct technical pedagogic functioning and white-collar worker of the Peruvian education; therefore, he should arrive across- the-board and modes because he is once the teaching, educational and organizational institutional work was led directly educational. The mentioned regulations categorize the supervision like a service once the improvement was determined of quality and educational efficiency, by means of advising, the promotion and the evaluation of the educational process and of your administration, insuring this way that the service answers to the community's requirements and interest of the nation Consider two supervisory types: General. Attend to the common aspects of the Formal and no formal Education, for such effect realizes: Appreciation of the general performance of the pupils. Assessment of the relations of the teaching staff and of the teacher pupil, as well as of the teacher in the community. Auscultating the educational infrastructure and the needs of resource. Verification and evaluation of the work schedule and of the yearly supervisory plan. Study of the educational situation and the recommendation of solutions. Specialized. So much in your form warned like unexpected, he takes care of the aspects told apart in the modes and variants of the education of diversified, as well as of the qualitative educational development of the contentses. Realize for such effect: High-class observation to value the different aspect of the process of teaching-learning and of relations teaching pupil. Evaluation of the performance of the pupils. Technical demonstration of a technical or instruments class pedagogic. Individual or group interview with the professors to exchange experiences, to study problems technical pedagogic and suggesting recommendations. Bibliography Franklin V. Sovero Hinostroza, Monitoring and Supervision, Ediciones San Marcos, Lima, Per 2003.