 •Functions of School Administration and Supervision

 1. To provide the students with an adequate understanding of the major function of school
administration and supervision.
 2. To develop an understanding of an administration and supervisory functions of the Bureau of
Elementary and Secondary Education.
 3. To develop an insight of the value of leadership in school administration and
 4. Meaning of FunctionMeaning of Function The purpose or activity to be accomplished by creative
educative process. The term applies to education as a whole, to a unit of a school system or to some
activities carried on by the school.
 5. In a large school system supervisory authority is usually delegated to: a.Assistant Superintendent
b.Principals c.Supervisors of special fields
 6. In a complicated and intricate school organization the chief supervisory officer may find most of
his time and energy devoted to the care of administrative detail that gives him little opportunity for
derict supervision.
 7. • This particularly true of a principal of a large school. On account of the pressure of administrative
duties, the principal may be compelled to delegate to his associates the actual supervision of the
instructional program.
 8. The Functions OfThe Functions Of SchoolSchool AdministrationAdministration
 9. 11.. PLANNINGPLANNING • Planning is fundamental function of school administration. It is a
process of determining the nature of educational enterprise. It is a method of approaching problems.
 10. • It is examining problems to be done, gathering information on them, determining alternate
courses of action, and making decisions about how the problems should be solved.
 11. • Planning as a function of school administration maybe define as the activity of devising and
selecting courses of action directed toward the achievement of educational goals and objectives.
 12. • In planning school programs or activities, the administrator must take into consideration the
general aims and objectives to be achieve, a sequence of appropriate learning activities, procedures
to be used in accomplishing them, and criteria employed to determine the degree of success
achieved by the program.
 13. 2. ORGANIZING2. ORGANIZING • The function of organizing can be thought in several ways. It
may be thought in structuring. As such, it primarily involves placing job materials, and ideas in a
structure. Organizing can also be thought of solely in terms of pose, as means of unifying efforts to
get things done.
 14. • Organizing for administration, the school administrator must make a survey and analyze factors
and conditions requiring modification. It is his responsibility to encourage all teaching staff to
cooperate an organizing school programs or activities.
 15. • A test of a successful administrator is his capacity to lead all persons under him to a community
of purpose and procedure. Group participation in an administration can succeed only insofar as there
is unity.
 16. 3. DIRECTING3. DIRECTING • Directing school work is another important function of school
administration. It includes a myriad of task carried out daily by the school administrator. It involves
decisions as to who shall carry out the plans; determination of subjects to be includes in each course;
provision for physical equipment necessary to carry out the work.
 17. Directing…requires…Directing…requires… Issuing orders Holding conferences Supervising
activities
 18. To facilitate direction…To facilitate direction… The administrator should work out definite
policies, regulations and rules embody them into a program. The administrator more than any one
else, should endeavor constantly to bring the policies and procedures of school system into line with
the best interest of students in their total living.
 19. The administrator should secure assistance of other formulating educational policies, rules, and
regulations.
 20. 4. COORDINATING4. COORDINATING • There are several important needs for coordinating as a
function of school administration. Coordination is needed to overcome the limitation of planning and
organizing as well as inherent limitation of personnel. The function of coordinating may be define as
the activity of bring the people, materials, ideas, and techniques, and purposes productive
relationships.
 21. Functions of Administrator asFunctions of Administrator as CoordinatorCoordinator  Coordinate
all activities of the school  Harmonizes all educational activities and makes them instruments for
yielding results Bring all phases of the total conception of unity inherent in the process to be
desired in learning.
 22. • Administration and supervision are the instrument of learning, they must coordinate the
processes basic to the successful functioning of the total school and community enterprise.
 23. 5. SUPERVISING5. SUPERVISING • Supervising as a function of school administration may be
define as a studying and improving teaching learning situation. In our school system an administrator
is also a supervisor .
 24. • Supervising can also be define as the activity of determining that essential conditions are
provided which will insure the achievement of the educational goals and purposes.
 25. • In other words, the fundamental function of supervision is to provide conditions essential to
good teaching and learning and to improve them.
 26. 6. EVALUATING6. EVALUATING • Educational administration in action must include evaluation.
Evaluating as a function of school administration, is simply determining how well educational
purposes have been achieved.
 27. • Evaluation, as administrative function includes School Survey And Teacher Rating. School
survey as an administrative function is valuable if the staff of the school participates in making
appraisal
 28. • In the Philippines, rating teachers is a legal requirement. Rating Scale is often used by the
administrator to discover the strength and weaknesses of the teaching personnel.
 29. Reasons for rating teachers…Reasons for rating teachers… • 1. eliminate incompetent teachers •
2. improve teachers through in- service education. • 3. to identify those who merit promotion
 30. 7. PROVIDING LEADERSHIP7. PROVIDING LEADERSHIP • In the operation of the school system,
the administrator of the school should be professional leader of the teaching staff, working
scientifically, conscientiously, and democratically.
 31. • An efficient administrator exercises the necessary authority and definite responsibility to insure
educational leadership.
 32. • Democratic leadership implies an understanding of the conditions under which one leads, a
recognition of the difficulties which surround the leader, a consideration of individual differences,
and sympathy with the person who are led.
 33. • In a democratic school system, leadership is neither automatic nor aristocratic. Democratic
leadership is the greatest need of our school today…
 34. • Leadership must be substituted for authority. • It gathers justification for its existence when it
serves to emancipate teachers and pupils; when it enriches their personalities; when it gives the
feeling of security and belonging.
 35. Democratic leaders are…Democratic leaders are… • 1. willing to learn from their co-workers. • 2.
not jealous of power • 3. delegate responsibility and authority to those who can or will try to do the
job at hand. • 4. rely on the give and take democratic discussion • 5. give others an impression of
personal integrity and professional competence
 36. 8. RECORDING AND REPORTING8. RECORDING AND REPORTING • Recording and reporting are
administrative functions to insure results with maximum delegation of authority. School record must
be kept for comparison and evaluation purposes. No content should go into records which no real
use is likely to arise.
 37. • Reporting results to the public is an administrative function. Annual reports and school publicity
help public to understand what the schools can do and are doing, and are themselves a democratic
way of operating the school system.
 38. 9. PROMOTING CLOSE SCHOOL-9. PROMOTING CLOSE SCHOOL- COMMUNITY
RELATIONSHIPCOMMUNITY RELATIONSHIP • Promoting closer community relationship between
school and the community is an important function of school administration and supervision.
Education to be effective, must be administered and supervised in an atmosphere of sympathy and
understanding between the school personnel and the public.
 39. • Desirable school-community relations are natural outgrowth of a life centered educational
program. • The key to such relationship is the cooperative working together of school community on
common problems and projects.
 40. What is SupervisiónWhat is Supervisión • Supervision of any school ordinarily refers to the
___________________ of the TOTAL TEACHING AND LEARNING SITUATION and the
_________________ that affect them. IMPROVEMENT CONDITIONS
 41. • It is a __________________________________ to improve instruction by working with the
people who are working with the students/pupils. SOCIALIZED FUNCTION DESIGN
 42. The Aim of SupervisionThe Aim of Supervision  is to provide necessary leadership in planning,
improving, coordinating, and evaluating of school programs and handling of the problems that
materialize the school.
 43. Responsible for furnishing the leadership required in improving the teaching-learning situations
Implementing changes in the curriculum Developing in-service programs for teaching personnel
Developing and revising instructional materials to keep it abreast of current development
 44. The Functions Of Supervision
 45. 1. INSPECTION1. INSPECTION • The term refers to a study of existing school conditions. • Task of
the supervisor is to survey school system in order to discover problems through actual observations,
test, conferences, questionnaires, check list. • Inspection as function must be based on actual facts
 46. 2. RESEARCH2. RESEARCH • Pure research has its place in supervision as well as science. The
fundamental aim of this function is to formulate a plan to remedy the weakness or to solve the
problem discovered. Research as function should be practical and applicable to the existing
procedures and conditions.
 47. Steps in SupervisorySteps in Supervisory ResearchResearch a) To discover existing defects in
instruction. b) To seek improved methods of correcting defects. c) To formulate plans to improve
instruction. d) To plan to controlled experimental conditions e) To measure results of experiments.
 48. f) To formulate tentative objectives and standards g) To formulate a plan for general use method.
h) To present a plan to district principals for criticism, suggestion, and approval.
 49. 3. TRAINING3. TRAINING • Acquainting the teachers with the solutions discovered or formulated
through research is within the training function of supervision. Training may take the form of
demonstration teaching, workshop seminars, directed observation, individual or group conference,
intervisitation, professional classes, or use of bulletins and circular
 50. • Training as function must be based on democratic principle of supervision- respect for rights
and opinions of others. Supervision must endeavor to keep up with the best prevailing standard of
improving the total teaching learning situation.
 51. 4. GUIDANCE4. GUIDANCE • The concept of guidance has found expression in the field of the
school supervision. Guidance involves personal help given by someone. It is the function of
supervision to stimulate, direct, guide, and encourage the teachers to apply instructional procedures,
techniques, principles, and devices.
 52. • Assisting the teacher to accomplish his purpose and to solve the problems that arise in his
teaching are within the scope and guidance. Guidance like training, should be given in the spirit of
democratic leadership.
 53. 5. EVALUATION5. EVALUATION • This can be considered the ultimate major function of
supervision. The purpose of evaluation is to appraise the outcomes and factors conditioning the
outcomes of instruction and to improve the products and processes of instruction.
 54. • This function calls for the use of educational tests and measurement. It is the duty of the
supervisor to help develop an adequate instrument with which to measure the teaching learning
process and set up standards of attainment as are necessary for the appraisal of teacher’s progress in
teaching the pupils in his learning.
 55. Significant purposes ofSignificant purposes of evaluationevaluation 1. Evaluation discovers the
needs of individuals being evaluated and familiarizes the teachers with the pupil’s needs and
possibilities. 2. Evaluation relates measurement to the goals of the instructional program.
 56. 3. Evaluation serves as guide for the selection of supervisory techniques. 4. Evaluation appraises
the educational growth of pupils which is the end-product of supervision. 5. Evaluation appraises the
quality of supervisory processes and supervisor’s competence.
 57. 6. Evaluation appraises the quality of teaching processes and teacher’s efficiency. 7. Evaluation
aids pupil-teacher planning. 8. Evaluation serves as a means of improving school-community
relations.
 58. 9. Evaluation improves the selection and use of guiding principles in supervision. 10. Evaluation
appraises the success of the instructional program in particular and of the supervisory program in
general.
 59. Other functions ofOther functions of SupervisionSupervision 1. Studying the Teaching-Learning
Situation. 2. Improving the Teaching-Learning Situation. 3. Evaluating the Means, Methods, and
Outcomes of Supervision
 60. Administrative Functions of the Bureau ofAdministrative Functions of the Bureau of Elementary,
Secondary, and HigherElementary, Secondary, and Higher EducationEducation • The Bureau
Elementary Education is charged of formulation of and development of educational policies and
programs with respect to pre- elementary and elementary education in this country.
 61. • The Bureau of Secondary Education will formulate and develop policies, plans, programs, and
standards for secondary school level, including adult education. • It is responsible for evaluating
policies, plans, programs, and standards of curricular development, staff development and physical
facilities for secondary school level of education.
 62. • The Bureau of Higher Education shall develop, formulate and evaluate program on higher
education and scholarships as well as develop and establish standards for all colleges, universities,
 and other post secondary institution of learning. It shall provide technical assistance to encourage
institutional development programs and projects.
 63. 5 Primary Functions of5 Primary Functions of Elementary, Secondary, andElementary, Secondary,
and Higher EducationHigher Education 1. Planning 2. Organizing 3. Coordinating 4. Evaluating 5.
Leadeship
 64. Supervisory Functions of Bureau ofSupervisory Functions of Bureau of Elementary, Secondary,
and HigherElementary, Secondary, and Higher EducationEducation 1. To survey the work of the
school (Elem.Sec.Collegiate) and to isolate general teaching needs. 2. To formulate plan to remove
the weakness discovered. 3. To make constructive criticisms and suggestions of recitations observed.
 65. 4. To direct and guide the reading habits of teachers. 5. To create a desire on the part of the
teacher for professional improvement. 6. To evaluate the results of supervisory programs in terms of
pupils’ growth and accomplishment. 7. They focused attention on teachers and pupils in order to
promote closer relationships between them.