Name of Reporter : LITO GLENN F.

ARRABIS
Course : Master of Arts in Education
Major in Administration and Supervision
Subject : ED 204- SUPERVISION OF INSTRUCTION
Topic : Supervision: A New Name for a New Paradigm and
Supervisory Glue as a Metaphor for Success
Professor : JUDITH B. MAIGUE, Ed.D
Date of Report : March 20 ,2022

Introduction
Three Types of School
1. Conventional School
 Characterized by dependency, hierarchy and professional isolation
 attempting to control teachers’ instructional behaviors.
 Teacher not only use the same textbook, but are on the same page
every day.

2. Congenial School
 Characterized by friendly social interactions and professional
isolation
 Example: Finnie Tyler High School
“The kids are fine, not as academic as they should be, but this
school is a nice place for them. I wouldn’t want to teach anyplace
else.”
 Teachers have the same textbook, but can teach anyway they
please.

3. Collegial School
 Characterized by purposeful adult interactions about improving
school-wide teaching and learning
 Collegial schools are driven by
o A covenant of learning – mission, vision, and goals
o A charter for school-wide, democratic decision making
o A critical study process for informing decisions and
conducting action research
Supervision: A New Name for a New Paradigm
Paradigm Shift from Conventional and Congenial Schools toward Collegial
Schools must include a view of supervision as follows:
1. A collegial rather than a hierarchical relationship between teachers and formally
designated supervisors.
2. Supervision as a province of teachers as well as formally designated supervisors.
3. A focus of teacher growth rather than teacher compliance.
4. Facilitation of teachers collaborating with each other in instructional improvement
efforts.
5. Teacher involvement in ongoing reflective inquiry (Gordon, 1997, p. 116)
Jo Blase describes collegial approach to supervision as: “Leadership is shared with
teachers, and it is cast in coaching, reflection, collegial investigation, study teams,
explorations into the uncertain, and problem solving. It is position-free supervision
wherein the underlying spirit is one of expansion, not traditional supervision. Alternatives,
not directives or criticism, are the focus, and the community of learners perform
professional-indeed, moral-service to students.”
Instructional supervision is negatively viewed due to its historic role of supervision has
been inspection and control. It is viewed most often as an instrument for controlling
teacher.
Supervision means “watch over,” “direct,” “oversee,” “superintend.”
Supervision
 a common vision of what teaching and learning can and should be, developed
collaboratively by formally designated supervisors, teachers, and other members of
the school community.
 These people will work together to make their vision a reality
– to build a democratic community of learning based on moral principles calling
for all students to be educated in a manner enabling them to lead fulfilling lives
and be contributing members of a democratic society.
Supervisory Glue as a Metaphor for Success
Supervision is the function in schools that draws together the discrete elements of
instructional effectiveness into whole-school action.
Research shows that those school that link their instruction and classroom management
with professional development, direct assistance to teachers, curriculum development,
group development, and action research under a common purpose achieve their objectives.

The school does reach its goals when teachers accept common goals for students and
therefore complement each other’s teaching, and when supervisors work with teachers in
manner consistent with the way teachers are expected to work with students.
The glue is the process by which some person or group of people is responsible for
providing a link between individual teacher needs and organizational goals so that
individuals within the school can work in harmony toward their vision of what the school
should be (Bernstein, 2004).
Effective supervision required knowledge, interpersonal skills and technical skills. These
are applied though the supervisory tasks of direct assistance to teachers, curriculum
development, professional development, group development, and action research. This
adhesive pulls together organizational goals and teacher needs and provides for improved
learning.
Who is responsible for Supervision?
All staff members who actively work to improve instruction.
Collegial schools are effective in obtaining student achievement. The five steps to schools
meeting their objectives are:
1. Professional development
2. Direct assistance to teachers
3. Curriculum development
4. Group development
5. Action research
Supervision is identical to leadership for the improvement of instruction. Supervision is
based on the job/actions of a person, not their title. For the purpose of instructional
improvement, supervisors should have: o Knowledge of professional development,
Interpersonal skills, Technical skills (teaching skills).
Insights:
Examples of Collegial Supervision wherein it is applied:
 Making of School improvement plan - blueprint or step by step process of School
operation
 Feeding program
 Gulayan sa Paaralan
 Brigada Eskwela
 GPTA (General Parents-Teachers Association) Meeting
 LAC (Learning Action Cell) session
 Monitoring the school
 School-based Mentoring program
 IPR evaluation
 Students participate in creating class norms
 Other activities which involve collaboration and cooperation of the stakeholders of
the school.