THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION AND VOCATIONAL

TRAINING

GUIDELINES FOR SCHOOL SUPERVISION

September, 2009

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PREFACE
The Government of Tanzania is committed to the provision of quality
basic education for its entire population. The Ministry of Education and
Vocational Training (MoEVT) through the Inspectorate department is
mandated to carry out quality assurance in education by inspecting
schools to verify the provision of education as well as implementation of
education policies. In doing so it is expected that the inspectorate would
assist schools to uphold education set standards, promote school
improvement and advise education stakeholders.

Quality assurance practices have been mainly those provided by

external School Inspectors. However, in the current education reforms
including the policy of decentralization by devolution, it is practical to
empower the Head of School (HoS) and Ward Education Coordinator
(WEC) to conduct School Supervision. Thus, it is important to enhance
the internal school supervision practices to ensure efficiency and
effectiveness of the school system.

These guidelines for school supervision are being provided to support

the Head of School and Ward Education Coordinators as school
supervisors.

It is my hope that the Head of school, Ward Education Coordinator and

other actors in the school supervision will find the guideline useful in
enhancing school performance to ensure quality education.

Commissioner for Education

Ministry of Education and Vocational Training
September, 2009

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ACKNOWLEDGEMENT

The preparation of these guidelines was made possible through

cooperation and commitment of various parties which were fully involved
to the work. I would like to thank them all for their active participation.

I would like to extend my sincere thanks to UNICEF whose financial

support facilitated the process towards production of these guidelines

I am also grateful to the Lead Facilitator for the guidance and support
which enabled the production of the guidelines.

The preparation of the guidelines was also made possible through

technical inputs of officers from all Departments in MoEVT, Institutions
and Local Government Authorities whose combined efforts made the
development of this possible.

Marystella M Wassena
Chief Inspector of schools
Ministry of Education and Vocational Training

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 A NOTE TO THE USER
These guidelines have been developed to assist the Head of School and
the Ward Education coordinator in conducting school supervision.

These guidelines have two parts. Part one has Guidelines for the Head
of School; while part two provides guidelines for the Ward Education
Coordinator.

Generally, these guidelines provide an overall guidance; however, the

conduct of supervision will critically depend on the supervisor’s
experience as a professional teacher.

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1.0 INTRODUCTION

In Tanzania, the Inspectorate is the organ within the MoEVT that is

empowered by law to conduct school inspection. The Education Act No.
25 of 1978 section 41 – 44 and the Education (amendment) Act No. 10
of 1995 sections 31 – 32 establishes the legal basis for the Inspection of
Schools in Tanzania. However, supervision powers are the responsibility
of the Ward Education Coordinator and the Heads of School.

The MoEVT wishes to empower schools to be more responsible for

managing administrative and pedagogical issues that promote quality
education. The school based supervision is an initiative to fulfill this
desire.

This guide is intended to be the working tool for the school supervisors.
It has two parts: Part One is “Guidelines for the Head of School” Part
Two is “Guidelines for the Ward Education Coordinator”.

1. 1 General Objective
The guidelines is a tool to assist the School Head and the Ward
Education Coordinator in implementing school supervision in order to
enhance school performance and ensuring quality education delivery at
school level.

1.2 Rationale
The implementation of the Primary Education Development Plan (PEDP)
and Secondary Education Development Plan (SEDP), has resulted into
increase number of primary and secondary schools. It has therefore

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been difficult for School Inspectors to cope with the numerical increase
of schools.

Furthermore, the government policy has been to devolve powers to the

grass root levels. It is therefore, logical that school supervision should be
conducted by the Head of School and the Ward Education Coordinator.

It is an accepted fact that quality improvement cannot be imposed from

outside. This is because some of the many basic problems that schools
are facing can be resolved at school level. Therefore schools would be
responsive to their peculiar situations and see how the school can be
assisted to improve.

Schools have very different characteristics: their situation, pupils,

teachers, parents, and resources are all specific to each school.
Supervision system should take those diverse situations into account.
This devolution of the supervisory powers has become necessary when
considering that the core role of supervision service is to assist schools
on how to improve. With such purpose in mind, each school will need to
be treated differently and supervision will have to adapt itself to the
situation of each school. What schools need is not control alone, but a
consistent pedagogical support and therefore regular support by
supervisors.
In view of the above reasons, it is necessary for school supervision to be
promoted as it will help to:

• Meet the challenges which are caused by changes in curriculum

and new teaching techniques,

• Ensure implementation of education policy, regulations,

programmes and directives

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 • Identify needs of pupils/students, teachers and non-teaching staff.

• Monitor classroom instructions to enhance quality of learners’

achievements.

• Create opportunities for staff development among teachers and

non-teaching staff.

2.0 SCHOOL SUPERVISION:

School Supervision refers to the act of overseeing the work of the school
and providing professional guidance and advice to teachers.
Supervision is a collaborative course of action where the supervisor
works with the head of school, teachers and the school committee/board
to improve pedagogical and administrative activities at school.

2.1 Core Functions of a Supervisor

The three complementary roles of a supervisor are to provide:
 advice to improve overall quality of the school management ,
 support and advice to improve school management and classroom
pedagogy
 a link between the school and Local Government Authority

2.3 School Supervision

The activities conducted by school supervisors must be linked to those
of the external supervisors in order to:
a) Minimise contradictions,
b) Limit client confusion
c) Maximise advisory impact

d) Focus on issues observed by the supervisor and highlight the

agenda for a formal inspection,

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2.4 Supervisor’s Ethics
The School Supervisor is expected to adhere to the following ethics
during supervision;
• Uphold professional relationship,
• be a good example to, teachers, pupils and community,
• respect all those given managerial duties in the school,
• be truthful and transparent while discharging duties,
• adhere to confidentiality principles all the time,
• discharge duties with high degree of integrity and objectivity,
• be aware of the cultural norms and values in the respective areas.

PART ONE: Supervision by the Head of School

The main actor in school supervision is the Head of school. In this
situation the School Committee/Board provides oversight on behalf of
the community of parents. However, the parents, students and the
community near the school conduct informal supervision through their
day to day activities and interaction with the school.

3.1 The Head

 The Head of School plays the role of the ‘Internal supervisor’ of the
school to ensure quality education at school level, the supervisor
will;
 Ensure smooth day to day functioning of the school,
 Oversee proper implementation of the curriculum, policies and
directives.
 Ensure official norms, rules and regulations are followed,
 Be a leader mobilizing different school resources,
 inspire the implementation of the school’s vision, oversee change
and innovation,
 Oversee the formulation and implementation of the Whole School
Development Plan,

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  ensure efficiency and effectiveness of the school,
 Conduct administrative and pedagogical supervision to ensure
quality education at school level.

3.3 Characteristics of an Effective Head of School

An effective school head is required to see that the school becomes the
center for its own improvement. Thus, the school head has to be not only
an administrative officer and policy regulator, but also to:-
 become a leader who is able to listen and judge issues, practices
good governance for example respect for human rights ;
 be committed to curriculum implementation ;
 promote teamwork so as to be capable of mobilizing different
school level supervision actors;
 discharge duties with integrity;
 implement the school vision;
 perform duties diligently and in a disciplined manner;
 pursue excellence in service;
 participate actively in introducing changes and innovations in the
school;
 accept responsibility for what goes on in the school;
 be able to give quick and correct decisions
 be accountable and bring about positive changes;

3.4 Responsibilities
The responsibilities of the Head of school include:
 Supervising availability and proper utilization of inputs which
include buildings, teachers, learners, syllabuses, funds, books and
other teaching and learning materials such as laboratory chemicals
and equipment, kitchen utensils, furniture, office, sports gear

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  Supervising Curriculum implementation
(i) preparation and use of academic documents which include
schemes of work, lesson plans, subject log books
(ii) classroom instruction which include syllabus interpretation,
management, selection of teaching techniques, selection;
designing and use of teaching and learning materials,
lesson delivery, assessment and evaluation of learning
achievements.
 Supervising management issues which include financial and
human resources, learner and teacher relations, school community
relations and maintenance of discipline.
 Ensuring that crosscutting issues like environmental education,
gender issues, HIV/AIDS, human rights, teenage pregnancies,
population education and corruption are part of the teaching and
learning activities.
 Supervising and maintaining output and outcomes in terms of
access, improved retention, equity, knowledge, skills and attitudes.
 To encourage and promote staff development.
 Appraise teachers and self evaluation
 Know the school boundaries and guard them legally

3.5 The School Committee/Board

Schools work better when the community and parents are fully
involved in its functioning. School committee/board on behalf of the
community works together with the Head of School and other
teachers to prepare a Whole School Development Plan and oversee
the day-to-day affairs of the school.

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 The roles of School Committee/Board are as follows:
 To sensitize and involve all pupils, parents and school staff in
respect of the roles they can play in maximising the benefits of
schooling.
 To approve Whole School Development Plans and budgets and
submit them to the mtaa committee, or village council and
subsequently to the ward development committee and eventually
to the LGAs for scrutiny coordination and consolidation, and
submission to region Secretary (RS s).
 To facilitate planning, budgeting and implementation of the school
fund.
 To open bank accounts and to efficiently and effectively manage
funds received for implementation, while guaranteeing maximum
accountability and transparency in the processes used, including
making incomes and expenditures publicly available.
 To ensure safe custody of property acquired using the PEDP
/SEDP funds.
 To prepare and submit accurate and timely progress and financial
reports to the village council, ‘mtaa’ committee, and LGAs.
 To effectively communicate educational information to all parents,
pupils, community stakeholders, and to the village, ward/’mtaa,’
and LGAs.

3.6 Characteristics of a good quality school

In conducting school supervision, head of school aims at developing and
enabling the school to maintain the following aspects: A good quality
school is one that:

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 creates a conducive teaching and learning environment-whereby a
school is child friendly, regulations issued by the government are
adhered to and there is provision for guidance and counseling.
 ensures effective Curriculum implementation and management-
which entails that time allocated for each subject per week is
adhered to, teachers attend the classes on time, teach, give
exercises, mark them and give feedback to students, and
academic documents are prepared and used. It also entails
output/outcomes of teaching and learning where learners have
acquired the expected knowledge, skills and attitudes, good
examination results. Repeating a year is discouraged as much as
possible.
 provides equal education opportunities for girls and boys.
All children who are eligible to join school should be enrolled and
retained without segregation. Moreover, a conducive environment
has to be provided for all, for example, the disabled, most
vulnerable children, children from marginalized areas or of different
beliefs.
 ensures that targets set by the school are met through
implementing the school development plan
Schools should set targets in their School Development Plans and
should be attained.
 ensures proper use of learning time;
the school is conscious of time management so that school terms
start on time and all other activities start on time as allocated on
the daily routine or school time table.
 creates active awareness on Cross-cutting issues;

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 The school is sensitive on issues like HIV/AIDS, corruption,
gender, road safety, environment,
 adheres to the principles of Good governance- control of
resources, transparency, accountability, delegation of powers and
use of various committees

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 PART TWO

4.0 SUPERVISION BY THE WARD EDUCATION COORDINATOR

The Ward Education Coordinator is mandated to conduct school

supervision for the purpose of:
• Ensuring implementation of education policies and directives.
• Identifying needs of school heads, teachers, non teaching staff and
pupils.
• Evaluating performance of teachers, pupils, school management
and school committees.
• Monitoring instruction to enhance the quality of learner’s
achievements’
• Providing support services to school management, teaching and
non teaching staff.
• Providing professional support to teachers and quality control,
• Linking school with external supervision.

The outcome of these actions will contribute to improving school

performance, achievement and quality.

4.2 The responsibilities of the WEC

The responsibilities of the WEC include;

 Conduct school supervision
 ensure that all girls and boys of school age in the ward are
enrolled, attend and complete the education cycle
 share information with, and facilitate the participation of all parents
and the wider community in realizing the school objectives.
 help identify priorities for school development plans and to assist in
the planning process.
 ensure that the implementation of school funded activities operates
in a transparent and accountable manner, by guiding and enforcing
the proper use and accounting of funds by school committees.

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  Co-ordinate the formulation of Whole School Development Plans
within the ward.
 Sensitize schools on cross-cutting issues such as, gender
awareness, environmental education, HIV/AIDS, Human Rights,
most vulnerable children, child labour, emergency preparedness,
teenage pregnancies and population
 Supervision of the provision of basic services such as school
feeding, water and sanitation and first aid
 Ensuring implementation of adult education in the ward
 Conducting early child development activities within the ward
 Guiding and counseling teachers and community

5.0 CONDUCTING SCHOOL SUPERVISSION BY THE WARD

EDUCATION COORDINATOR

5.1 Pre Supervision Discussions

The discussions are intended to:

 Give basic information to the Head of school and the teachers that
will be observed. The supervisor will use this opportunity to gather
relevant information about the school and may seek to get
feedback on what has been done after preceding supervisions.
 establish rapport between the parties

5.2 Actual Supervision

 identify strengths and weaknesses for targeted supervision
 Assess the schools with regard to:
• curriculum implementation,
• management and administration,
• adequacy of the infrastructure:
• teaching and learning resources,
• staffing,
• enrolment and equity,
• safety, health and sanitation
• all aspects that contribute to a developmental and child friendly
learning environment

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5.3 The Focus of Supervision

School Supervision focuses on the following areas:

5.3.1 Curriculum management

 syllabus interpretation:
 scheme of work,
 lesson planning
 Keeping subject logbooks
 selection of teaching/learning methodology/techniques
 selection and designing of teaching/learning materials
 classroom instruction and management
 assessment and evaluation of learning

5.3.2 Curriculum implementation

 liaise with the head of school in making recommendations for

changes to be made in curriculum implementation; collaborate with

head of school in identifying in-service training needs of teachers;
 identify salient issues and needs for re-training for teachers;
 ensure that all children, girls and boys, and every child and adult
learner is assisted to achieve literacy, numeracy and essential life
skills.
 Participating in assessing student teachers during teaching
practice

5.3.3 School management

 improving learner’s achievement
 Resource management.
 cross-cutting issues such as: environmental education, gender
awareness, HIV/AIDS, Human Rights, child labour, emergency
preparedness, teenage pregnancies and population education
 school documentation

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  teacher-student relations
 Good peer (teacher – teacher) relations
 Good student – student relations
 Good school-community relations
 Good maintenance of discipline – adhere to rules and regulations

5.4 Post Observation Discussion

This is an immediate form of feedback to the school head and
management team, teachers and other school staff after supervision
exercise. It is conducted orally and helps to rectify some uncovered
anomalies requiring instant action. It also provides an opportunity for the
clarification of reasons behind the performance of school staff in their
professional tasks. The close to school supervisor should encourage
discussion with the recipient to award good practices, and advice on
appropriate interventions to address shortfalls.

6.0 The Supervisor’s Written Report

This is another form of feedback which intends to consolidate the

findings obtained from the actual supervision and post observation
discussion.
The written reports should be dispatched to the intended recipients
within two weeks after supervision. The reports shall be sent to the
school head, owners, managers, e.g. DEO and external supervisors that
is District Chief Inspector of Schools. Delayed feedback remains a
history and does not help to bring desired changes.

Characteristics of a good supervision report

Supervision report should have following characteristics;

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 Must reliably present the true picture of issues observed during
supervision and discussion with the supervisees
 Ideas are sequentially arranged, short and precise
 Strong and weak points are highlighted in a nutshell
 There are no contradictory statements
 Provides alternative and credible suggestions on issues requiring
improvements.
 Is written in a paragraph form with complete information in each
paragraph.
 The reporting language should be simple and always in the past
form

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