2 - Management and Supervision of Instruction

DANILO KALAW VILLENA, Ph. D.
Dean, College of Education

Philippine Normal University, Manila
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Page 1
Supervision
• All efforts of designated school officials
directed toward providing leadership to
teachers and other educational workers in
the improvement of instruction; involves the
stimulation of professional growth and
development of teachers, the selection and
revision of education objectives, materials of
instruction, and methods of teaching, and
the evaluation of instruction.
(The Dictionary of Education)

Page 2
Supervision
• That dimension of teaching profession which
is concerned with improving instructional
effectiveness
• To improve instruction is the basic goal of

supervision

Page 3
Supervision of Instruction
• The function in schools that draws the
discrete elements of instructional
effectiveness into whole school action.
(Glickman)
• the set of activities designed to improve the

teaching-learning process. (Hoy & Forsyth)

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• The comprehensive set of services provided
and processes used to help teachers
facilitate their own professional
development so that the goals of the school
might be better attained. (Glatthorn)
• The process of working with teachers to

improve classroom instruction. (Beach,
Reinharts)

Page 5
• Instructional leadership that relates
perspectives to behavior, clarifies purposes,
contributes to and supports organizational
actions, coordinates interactions, provides
for maintenance and improvement of the
instructional program, and assess goal
achievements. (Krey & Burke)

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• That phase of school administration which
focuses primarily upon the achievement of
the appropriate instructional expectations of
educational systems.
• The main tasks of instructional supervision

should include curriculum development,
teachers’ career development, action
research, curriculum evaluation, and group
activities
Page 7
Common View of Supervision
A set of services and

processes that will lead to
improved instruction

Page 8
THE TASKS

Page 9
The main tasks of
instructional supervision should
include curriculum development,
teachers’ career development,
action research, curriculum
evaluation, and group activities
etc .

Page 10
Task of Supervision
• Developing • Orienting Staff

Curriculum Members
• Organizing for • Relating Special
Instruction Pupil Services
• Providing Staff • Developing Public
• Providing Faculties Relations
• Providing Materials• Evaluating
• Arranging for In- Instruction
service Education
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THE DOMAINS

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Domains of Supervision
• Community • Problem Solving
Relations and Decision
• Staff Development Making
• Planning and • Research and
Change Program Evaluation
• Communication • Motivating and
• Curriculum Organizing
• Instructional • Personal
Program Development
• Service to Teachers
Page 13
A CONCEPTUAL MODEL OF SUPERVISION
by Peter Oliva (1984)
Coordinator
Evaluation

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THE PURPOSES

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The Purposes of
Instructional Supervision:
 The purposes of the instructional

supervision are to advance:
1. the design and development of
instruction
2. teaching materials and evaluation
3. the application of instructional methods
4. class management
5. the techniques of guidance and
consultation. Free Powerpoint Templates Page 16
THE PROBLEMS

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Problems That Complicate the
Supervisory Role
• Continuing Diversity of
Conceptions of Supervision
• Differing Conceptions of Effective
Teaching
• Mandates from the State
(Conference) Level
• Tensions Between Teachers and
Administrators/Supervisors
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THE ROLE

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Role of the Supervisor
A. Generalists
– The generalists are those who
supervise in wider picture.
Examples are superintendents and
principals.
B. Specialists
– The specialists are those who
supervise specific areas. Example:
subject coordinators, grade level
supervisors, teachers, etc.
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C. Specific Responsibilities:
– Mentoring or providing for
mentoring of beginning teachers
to facilitate a supportive
induction into bringing individual
teachers up to minimum
standards of effective teaching.

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–Improving individual teachers’
competencies, no matter how
proficient they are deemed to
working with groups of teachers
in a collaborative effort to
improve student learning.

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– Working with group of teachers to
adapt to local curriculum needs and
abilities of diverse groups of
students, while at the same time
bring the local curriculum in line
with state and national standards
relating teachers’ efforts to improve
their teaching to the larger goals of
schoolwide improvement in the
service quality learning for all
children.
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THE FOUR
APPROACHES

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Four Approaches to Instructional
Supervision
1. Directive Supervision is based on
the belief that teaching consists of
technical skills with known standards and
competencies for all teachers to be
effective.
The supervisor’s role is to inform,

direct, model & assess those
competencies.
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2. Direct Informational –used to direct
teachers to consider and choose from
clearly defined alternative actions.
Supervisors allow for alternative actions
for improvement to be implemented by the
teacher that fall within a set of criteria
established by both parties. Alternatives
can be defined through interaction and
feedback.
This approach can be taken when a
teacher is functioning at a low level and an
administrator has adequate knowledge to
help a teacher with a lesser understanding
about an issue. Page 26
3. Collaborative Supervision is consist
of: problem solving, negotiating, and
directing, and are used in combination with
the opinions of both the teachers and the
administrator in order to come up with
ideas on how to solve organizational
problems.

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• Negotiations: where do we agree with
each other? Teachers and
administrators can use negotiations
explore the consequences of
proposed actions and narrow down
available options.
• Problem solving: the administrator
takes the initiative in deciding upon
solutions.
• Directing: administrator lets the
teacher know what options are
available.
Page 28
4. Non-Directive Supervision based on
the assumption that an individual teacher
knows best what instructional changes
need to be made and has the ability to think
and act for his or herself. The supervisor
does not interject his or her own ideas into
the discussion unless specifically asked.
Supervisor acts as a guide; asking
leading questions, probing the teacher for
in-depth thought and analysis, and,
ultimately, offering very little, if any, of his
own ideas or answers.
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THE SCOPE

Page 30
The Scope of Supervision of
Instruction
A.Teacher Evaluation
• what to evaluate?
• how to observe and analyze
classroom observation data?
• how to translate the result of
observation?
• summary of data into
meaningful conference?
Page 31
Instruction
B. Assessing Pupil Progress
• administrators / supervisors
showed that teachers are
utilizing information from a
variety of solid and
appropriate sources
Page 32
Instruction
C. Instructional Strategies
D. Planning the lesson
E. Presenting the lesson
F. Monitoring student progress
G. Conducting Practice
H. Adherence to Curricular
Objectives
I. Suitable learning environment
Page 33
THE STRATEGIES

Page 34
Supervision Strategies
Gathering Data
Teacher Conferencing
Planning the Conference
Memorandum and
lessons of Reprimand
Page 35
SUPERVISION
MODELS

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• Supervision is the construction of
individualized learning plans for
supervisees working with clients. Both the
Standards for Supervision (1990) and the
Curriculum Guide for Counseling
Supervision (Borders et al., 1991) identify
knowledge of models as fundamental to
ethical practice.
• Supervision routines, beliefs, and

practices began emerging as soon as
therapists wished to train others (Leddick
& Bernard, 1980). The focus of early
training, however, was on the efficacy of
the particular theory (e.g. behavioral,
psychodynamic, or client-centered
therapy). Free Powerpoint Templates
Page 37
• As supervision became more
purposeful, three types of
models emerged. These
were:
• (1) developmental models,
• (2) integrated models, and
• (3) orientation-specific
models.
Page 38
Developmental Models
• Underlying developmental models of

supervision is the notion that we each
are continuously growing, in fits and
starts, in growth spurts and patterns. In
combining our experience and
hereditary predispositions we develop
strengths and growth areas. The object
is to maximize and identify growth
needed for the future.

Page 39
• Studies revealed the behavior of
supervisors changed as
supervisees gained experience,
and the supervisory relationship
also changed. There appeared to
be a scientific basis for
developmental trends and patterns
in supervision.
Page 40
Stoltenberg and Delworth (1987)
• Three levels of supervisees:
-beginning,
-intermediate, and
-advanced.
Within each level the authors noted a trend to
begin in a rigid, shallow, imitative way and
move toward more competence, self-
assurance, and self-reliance for each level.
Particular attention is paid to
(1) self-and-other awareness,
(2) motivation, and
(3) autonomy.
Page 41
For example:
-Beginning supervisees would find them

relatively dependent on the supervisor to
diagnose/understand/explain client
behaviours and attitudes and establish plans
for intervention.
-Intermediate supervisees would depend on

supervisors for an understanding of difficult
clients, but would chafe at suggestions about
others. Resistance, avoidance, or conflict is
typical of this stage, because supervisee self-
concept is easily threatened.
-Advanced supervisees function

independently, seek consultation when
appropriate, and feel responsible for their
correct and incorrect decisions.
Page 42
Integrated Models
• Because many workers/therapists view

themselves as "eclectic," integrating
several theories into a consistent
practice, some models of supervision
were designed to be employed with
multiple therapeutic orientations.

Page 43
• Bernard's (Bernard & Goodyear,1992)
Discrimination Model
• "a-theoretical"
• It combines an attention to three supervisory
roles with three areas of focus:
– Supervisors might take on a role of "teacher" when
they directly lecture, instruct, and inform the
supervisee.
– Supervisors may act as counselors when they
assist supervisees in noticing their own "blind
spots" or the manner in which they are
unconsciously "hooked" by a client's issue.
– When supervisors relate as colleagues (e.g. within
co-therapy) they might act in a "consultant" role.
Page 44
• For example, the purpose of adopting a
"counselor" role in supervision is the
identification of unresolved issues
clouding a therapeutic relationship. If
these issues require ongoing counseling,
supervisees should pursue such work
with their own therapists.

Page 45
The Discrimination Model three areas of focus for skill building:
– process,
– conceptualization, and
– personalization.
• "Process" issues examine how communication is conveyed. For

example, is the supervisee reflecting the client's emotion, did the
supervisee reframe the situation, could the use of paradox help the
client be less resistant?
• Conceptualization issues include how well supervisees can explain

their application of a specific theory to a particular case--how well they
see the big picture--as well as what reasons supervisees may have for
what to do next.
• Personalization issues pertain to counselors' use of their persons in

therapy, in order that all involved are nondefensively present in the
relationship. For example, my usual body language might be
intimidating to some clients, or you might not notice your client is
physically attracted to you.

Page 46
Orientation-specific Models
• Counselors who adopt a particular brand

of therapy (e.g. Adlerian, solution-focused,
life-space, behavioral, etc.) often believe
that the best "supervision" is analysis of
practice for true adherence to the "brand"
of intervention.

Page 47
Ekstein and Wallerstein (cited in
Leddick & Bernard, 1980)
Psychoanalytic Supervision
• During the opening stages the supervisee and
supervisor eye each other for signs of expertise and
weakness. This leads to each person attributing a
degree of influence or authority to the other.
• The mid-stage is characterized by conflict,

defensiveness, avoiding, or attacking. Resolution leads
to a "working" stage for supervision.
• The last stage is characterized by a more silent

supervisor encouraging supervisees in their tendency
toward independence.
Page 48
Behavioral Supervision
• views client problems as learning problems;
therefore it requires two skills:
1) identification of the problem, and
(2) selection of the appropriate learning
technique (Leddick & Bernard, 1980).
Supervisees can participate as co-therapists to

maximize modeling and increase the proximity
of reinforcement. Supervisees also can engage
in behavioral rehearsal prior to working with
clients.

Page 49
Carl Rogers (cited in Leddick &
Bernard, 1980)
Client-Centered Therapy.
• Group therapy and a practicum were the
core of these experiences. The most
important aspect of supervision was
modeling of the necessary and sufficient
conditions of empathy, genuineness, and
unconditional positive regard.

Page 50
Systemic Therapists (McDaniel,
Weber, & McKeever, 1983)
• supervision should be therapy-based and
theoretically consistent. Therefore, if
counseling is structural, supervision should
provide clear boundaries between supervisor
and therapist. Strategic supervisors could first
manipulate supervisees to change their
behavior, then once behavior is altered, initiate
discussions aimed at supervisee insight.

Page 51
Bernard and Goodyear (1992)
Psychotherapy-Based Supervision
Models
• . When the supervisee and supervisor
share the same orientation, modeling is
maximized as the supervisor teaches--
and theory is more integrated into
training. When orientations clash, conflict
or parallel process issues may
predominate.
Page 52
CLINICAL
SUPERVISION

Page 53
Clinical Supervision
 The rationale and practice designed to
improve the teacher’s classroom
performance
 Refers to the face-to-face encounters
with teachers about teaching usually in
classroom with the double-barreled
intent of professional development and
improvement of instruction

Page 54
Nine Characteristics or Notions on
1.Is a technology for improving
instruction
2.Is a deliberate intervention into the
instructional planning
3.Is goal-oriented, combining school and
personal growth needs
4.Assumes a working relationship
between teachers and supervisor

Page 55
5.Requires mutual trust, as reflected
in understanding, support and
commitment for growth
6.Is systematic, yet requires a flexible
and continuously changing
methodology
7.Creates productive tension for
bridging the real-ideal gap

Page 56
8.Assumes the supervisor knows

more about instruction and learning
than the teachers
9.Requires training for the supervisor

Page 57
Three Basic Steps in

Page 58
1st The Planning Conference
• Sets the stage for effective clinical

supervision
• Involves a meeting between the
supervisor and supervisee during
which they agree on the focus of
the forthcoming classroom visit
and method for collecting data for
late analysis
Page 59
GOAL – Identify and define an

area of genuine concern that
the teacher would like to
understand better or improve

Page 60
Seven Issues Discussed in the

Planning Conference:
1. Classroom Management
2. Classroom Interaction
3. Affective Factors
4. Use of Resources
5. Teaching Techniques
6. Methodology
7. Acquisition
Page 61
2nd Classroom Observation
• Supervisor observes a lesson

systematically and
nonjudgementally, collecting
data related to the objectives
agreed upon during the
planning conference

Page 62
2nd Classroom Observation
Achenson and Gall Three Data

Collecting Techniques
1. Selective Verbatim
2. Seating Chart Observation
Records
3. Wide-Lens Techniques
Page 63
3rd Feedback Conference
• Supervisor meets with teacher to

analyze the data collected during
the classroom visit
• The third and final step of the
process involves a follow-up
conference that is interactive,
supportive, and collaborative
• Informative, instructive and
useful
Page 64
• Should take place fairly soon

after the class observation so
that both teacher and supervisor
can decipher data and recall as a
whole
• Guide the teacher in the analysis,
interpretation, and modification
of instructional practices based
on objective data.
Page 65
Steps in Feedback Conference
1. Analyze the data cooperatively
2. Reach agreement on what is
actually happening
3. Interpret the data, considering
causes and consequences of
actions
4. Reach decisions about future
actions by considering alternative
approaches
Page 66

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DANILO KALAW VILLENA, Ph. D.

Dean, College of Education

Free Powerpoint Templates

• To improve instruction is the basic goal of

Free Powerpoint Templates

• the set of activities designed to improve the

Free Powerpoint Templates

• The process of working with teachers to

Free Powerpoint Templates

Free Powerpoint Templates

• The main tasks of instructional supervision

A set of services and

Free Powerpoint Templates

Free Powerpoint Templates

Free Powerpoint Templates

• Developing • Orienting Staff

Free Powerpoint Templates

Free Powerpoint Templates

Free Powerpoint Templates

 The purposes of the instructional

Free Powerpoint Templates

Free Powerpoint Templates

Free Powerpoint Templates

Free Powerpoint Templates

Free Powerpoint Templates

The supervisor’s role is to inform,

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B. Assessing Pupil Progress

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Planning the Conference

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• Supervision routines, beliefs, and

• Underlying developmental models of

Free Powerpoint Templates

-Beginning supervisees would find them

-Intermediate supervisees would depend on

-Advanced supervisees function

• Because many workers/therapists view

Free Powerpoint Templates

Free Powerpoint Templates

• "Process" issues examine how communication is conveyed. For

• Conceptualization issues include how well supervisees can explain

• Personalization issues pertain to counselors' use of their persons in

Free Powerpoint Templates

• Counselors who adopt a particular brand

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• The mid-stage is characterized by conflict,

• The last stage is characterized by a more silent

Supervisees can participate as co-therapists to

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Free Powerpoint Templates

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8.Assumes the supervisor knows