SUPERVISORY PROGRAM

S.Y. 2023-2024

RATIONALE

Riverside Community School Supervisory Program is crafted to provide teachers with

the necessary classroom supervision that they need for their growth, development, and
evaluation.

A teacher’s main duty is to preside over classroom activities and ensure that learning
takes place in accordance with the aims and objectives of the lesson. While it is
believed that teachers in general do excellent job, continued supervision is necessary to
not only maintain standards, but also to ensure that students continue to be exposed to
exposed to improved teacher instruction.

The success of a school depends on supervision. The whole-school action must

therefore involve the principal and assistant principal who are expected to take the lead
in providing the kind of collegial atmosphere which makes good governance and
ultimately, good teacher instruction.

Furthermore, “Supervision is a reflective and interactive process that needs to construct

a culture on a foundation of collaboration, collegiality and trust to promote the processes
that actively engage adults in reflection and injury.”

Hence, trust and confidence are the elements necessary to build professional
relationships between teachers and supervisors. We have to constantly remember that
supervision is not only a bureaucratic process, but also as human relationship. Well
executed, it will help the teachers to sustain the fire for the teaching ministry, to grow in
friendship with colleagues and to be witnesses to our own professional process as we
continue to make our mark at the frontier.
OBJECTIVES OF CLASSROOM SUPERVISION

Classroom Supervision aims to promote, growth, development, interaction, fault free

problem solving, and a commitment to build capacity in teachers. When teachers learn
from examining their own practices with the assistance of others, whether peers or
supervisors, learning is more personalized and therefore more powerful.

Another purpose of supervision is evaluation. All supervisory roads lead to evaluation,

and supervisors cannot evaluate teachers until they have spent considerable time
observing teachers in their classrooms.

Moreover, the objective of supervision is to promote the following:

• Face to face interaction and relationship building between the teacher and the
supervisor;
• Ongoing learning by providing feedback;
• The improvement of students’ learning through the improvement of teachers’
delivery of instruction;
• Data based decision making;
• Capacity building of the individuals and the department
• Trust on the processes, each other, and the environment;
• Change that result in a better developmental life for teachers and students and
their learning.

To ensure that effective instruction for the students take place on a consistent basis,
supervisors must work with the teachers, in a non-threatening way, to move instruction
form what it is (ineffective), to what it should be (effective).
EXPECTED OUTCOMES OF CLASSROOM VISITATION

To develop a shared vision of high quality teaching and student learning, the Junior
High School emphasizes on the following outcomes for classroom visitation:

1. The teacher’s adherence to clear, specific, behavioral instructional objectives that is

appropriate to the class learning level and consistent with grade level curriculum
standard;

2. The utilization of varied and creative instructional strategies and learning resources
including technology in facilitating the students’ adequate acquisition of learning
competencies;

3. The design of well-chosen classroom activities that elicit optimum participation of

students and for meaningful interaction and collaboration;

4. The use of techniques of questioning that would evoke higher order thinking skills of
students;

5. The employment of challenging questions that evoke critical thinking and reflective
thinking skills of students;

6. The use of appropriate questions o process student’s responses to deepen learning;

7. The structure of teaching-learning approach that caters to the different developmental

needs, interests and special talents of students through differentiated learning activities;

8. The provision of learning opportunities for students o relate or compare their prior
knowledge with new knowledge;

9. The employment of varied formative assessment tools;

10. The establishment of a positive classroom climate and maintenance of a suitable

learning environment; and
MENTORING PROGRESS

In monitoring and checking the progress of teachers’ achievement of the expected

outcomes of classroom supervision, the following measures are done;

1. The principal and assistant principal provide guidance, assistance and support to the
mentee in instructional planning, selection and utilization of instructional materials,
effective implementation of teaching strategies and classroom management strategies.
Mentors, as support providers, also assist the mentee in identifying personal strengths
and planning for further professional growth.

2. The conduct of monthly departmental meetings to discuss areas of improvement on

instruction, such as K12 learning plan, the Art of questioning teaching strategies,
curriculum enhancement and assessment of leaning. Other areas of concern may also
be addressed, such as managing responsibilities to concerns about impact of their
teaching to raising questions about the teaching profession.

3. The conduct of post conferences of classroom observations o inform or to give

feedback on the strengths and areas for growth of the teachers in classroom instruction
particularly but not limited on the following areas:
a. Teaching Content (curriculum guides, expected learning outcomes pacing,
available resources, assessment)
b. Curriculum planning (implementation of learning plan, transition from one
component to another)
c. Instructional Strategies (cooperating learning,)
d. Art of questioning (questioning techniques involving higher thinking skills, test
construction, handling student’s responses)
e. Classroom management (policy/ procedures (written/ unwritten)

4. Teachers regularly share effective instructional classroom practices in professional

learning circles, departmental meetings, and formal and informal mentor-mentee
sessions.

5. Teachers attend seminar-workshops focusing on the improvement of classroom

instruction such as art of questioning, teaching strategies, classroom management,
enhancement of communication skills and classroom instruction related concerns.

6. Teachers establish professional norms of openness to new ideas and instructional

practices, continual improvement, collaboration and learning from others.
CLASSROOM SUPERVISION OF TEACHERS

Stages of Classroom Supervision

The model has three stages:

POP-IN VISIT
5 minutes
Stage 1 Unannounced
Gentle feedback(to
establish rapport)
FORMATIVE VISIT
15 minutes
Stage 2
Announced
Gentle feedback (One solid
suggestion)
FORMAL VISIT
Full Period
Stage 3
Announced
Full to follow-up conference
Some plans made for next
observations.

The first stage of supervision in the Pop-in Visit. By definition, the Pop-in Visit means
the teacher does not know when supervisor is coming. The visit is a brief, 5 minute
unannounced visit conducted without any special preparation on the part of the teacher.
While the teacher need not submit any formal learning plan ahead of time, the
supervisor would do well to get some idea of the general subject matter, size, location
and level of the class beforehand.

The second stage of supervision is the Formative Visit done as a follow-up observation
conducted within the week from the time of last pop in visit. The visit aims to observe
the following areas: classroom management, teaching strategy, art of questioning and
the like. One solid suggestion is given. The aim of this conference is to give praise
where praise is due, to support the new teacher where support is required, to establish
rapport and to pave the way for future constructive criticism.
The third stage of supervision is the Formal Visit. The formal Visit is a full period
announced visit that is preceded by a pre-visit conference. The formal visit is one where
the teacher knows when the visit will take place and the supervisor knows what will be
taught and how it will be presented when the visit takes place. A post-visit conference
follows after. Since the visit is a full period observation, more than one solid suggestion
may be offered.

In addition, the supervisor’s own skills and techniques come under the microscope, as
the observation exercise is a learning experience for not only the teacher but the
supervisor as well. The supervisor as well. The supervisor must constantly revise or
change strategies when dealing with professional teachers. Interpersonal skills have to
be renewed and reviewed if the observation exercise is to be productive.

Persons Responsible

The Principal is involved in classroom supervision. Non-tenured and tenured teachers

are observed twice per quarter. A post observation conference between the teacher and
the supervisor normally takes place after observation.

Classroom Visitation

Classroom visitations are conducted by the principal to observe the teaching

performance of teachers in relation to the teaching and learning process. These
classroom visitations should be done with as little class interruption as possible.
Students are not to stand as the observer enters or leaves by the back door.

At the opening of the school year, the supervisory plan which includes the schedules for
the visits (pop-in and formal) is shared with the faculty to let them know when the
classroom visitation will takes place.

Submission and Monitoring of Learning Plan

Teachers prepare weekly learning plans and submit them weekly to their respective
Principal.

To monitor the submission of teachers ‘ learning plans, a learning plan checklist is

provided which includes the week/dates for lessons to be covered, the topic or subject
matter to be taught, date of submission and other comments from the department
chairperson.