The Instructional

Supervision Program in
Schools
By: DR. ANTONIO F. CAVEIRO
Chief Education Supervisor
Curriculum Implementation Division
 School School
Administration Supervision
Instructional Supervision

Instructional
Supervision
 Roles of
Administration School Supervision
Heads
Administration Supervision
Planning Stimulating
Organizing Directing
Supervising Guiding
Directing Encouraging
Controlling Supporting
Activity 1:
Grouping the participants according to positions,
answer the following by writing your answers on
the metastrips, using the assigned colors. Divide
the manila paper into 6 columns, on top Write A,
B, C, D, E and F. Paste your answers to the
following:
A – Green C – White E – Pink
B – Blue D – Yellow F – Red
A. What are your functions as an
Instructional Leaders/Supervisor?
B. How do you conduct your supervisory
activities? How often?
C. What unforgettable experiences did you
have on Instructional Supervision as a
Supervisor (Sad)?
D. What unforgettable experiences did you
have on Instructional Supervision as a
Supervisor (Happy/Consoling)?
E. What trainings have you attended on
Instructional Supervision?
F. Why do you need to improve your
Instructional Supervisory skills?
 Adm
inis
t rati
on

Supervision
INSTRUCTIONAL SUPERVISION
refers to the INTERACTION between the
SUPERVISOR and SUPERVISEE with
each having a RECOGNIZED INPUT in
the PROCESS but within a DEFINED
INDIVIDUAL ROLE. As such, teaching
as a group effort toward a group goal
which should not be PRESCRIPTIVE
for TEACHERS
INSTRUCTIONAL SUPERVISION is the work
of ensuring the implementation of the educational
mission of a school by overseeing, equipping and
empowering teachers to provide meaningful
learning experiences for learners.
- instructional goals and objectives are the heart
of instruction.
PURPOSES:
The aims of instructional supervision:
1. To provide objective feedback to teachers;
2. To diagnose and solve teaching problems;
3. To help teachers develop their strategies and
skills;
4. To evaluate teachers for promotion or
appointment; and
5. To help teachers maintain a positive attitude.
5 TASKS (GLICKMAN, 1985) OF SUPERVISION
THAT HAVE DIRECT IMPACT ON
INSTRUCTIONAL IMPROVEMENT
1.Direct assistance;
2.Group development;
3.Staff development;
4.Curriculum development; and
5.Action Research
 al, l To
ic
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y
h lo e n co
p o m m pr
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r d en c nc h
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of IS in

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methods of Institution

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de
To know the effectiveness of
classroom management by
the teachers
 Es
tab
of pr l ish
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at tio
er v e s r el n e
a go
b s s s a ti r- od
O c la o n tu
shi tor
Elements of p
Educational
Supervision

en ch of a
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in r’s ra

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tu
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n o nn
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 c a l f
c ti so m
a o o
Pr ation s Clas s r
n
l i c ept t a t i o
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a co

t e ac hi n g Techniques of Inter/Intra
Micro- school
Instructional
Supervision
Clinical

tea am

tic g
supervision

pr chin
es
Te

ac
Demonstration
Teaching Workshop
 Get in classroom more

Streamline expectation and eliminate

ineffectiveness practices

Improve feedback
How to Be a scholar
enhance/improve
Model
Instructional
Supervision Teach a class
Grow professionally
Write in order to reflect
Integrate portfolio
Co-observe
 Ad
v e
t i n

mi
or io
p s

ni
p rv i
u

str
S pe
3 Types of

ati
su

v
Supervision

e
Clinical (Educational
supervision)
 Inadequate Supervision

Planned inappropriate
operation
Supervision at
Risk Failure to correct known
problem

Supervisory violation
 e ir To
th un
o w rs th de
n ne eir rst
o k r ro and
T le a le

What do
com To
Supervision

on
mu be

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wi

ali ati
nic want?

inf To fi
su th ate
o
pe the d

y
y
rv

t
iso r
rs

ea
To understand the
wider context
 Risk Sustainability
Efficiency management
Occupational
Health
Quality Consumer
Rights
Functions of
supervision
Professional
development

Occupational
safety
Best
Practices Effectiveness Professional
competence
 Plan

Networking

Dialectic Relation
Basic Principles
of Schools Code of conduct
Supervision
Create healthy environment

Adequate information for

employees

Constructive Criterion
 DOMAINS OF SUPERVISION

Instructional Curriculum Staff

Supervision Development Development

Roles of the Supervision

Coordinator Consultant
Group Leader Evaluator

Instructional Consul Group

Counselling Sociology Discipline Evaluate
Technology Theory Interaction
Communication Personality Philosophy
Learning
Management History of education Theory Theory of
Technology
Education

Foundation of Supervision
 Problems faced by School Heads in Conducting the
Instructional Supervision Process in the Schools
RESPONSES % OF RESPONSES RANK
1. Lack of experienced and competent supervision
80% 1
in the school.
2. Negative attitudes and unhappiness concerning
50% 3
instructional activities of teachers.
3. Lack of pedagogical knowledge concerning
40% 4.5
Instructional Supervision.
4. Lack of formal training opportunities concerning
40% 4.5
Instructional Supervision.
5. Time allocation problem for Instructional
60% 2
Supervision process.
6. Obstacles to establishing a sound supervisory
30% 6
culture in the school.
 Supervisors’ Response about Issues faced in the
Instructional Supervision Process (School Heads)
% OF
RESPONSES RANK
RESPONSES
1. Not having sufficient time for
34% 4.5
instructional supervision process.
2. Other administrative workloads. 34% 4.5
3. Lack of pedagogical knowledge
32% 6.5
concerning instructional supervision.
4. Lack of formal training for supervisors. 35.8% 2.5
5. Negative attitudes concerning
35.8% 2.5
supervision of teachers.
 % OF
RESPONSES RANK
RESPONSES
6. Not allocating supervision
22.6% 9
responsibilities in writing.
7. Absence of teachers on the
45.2% 1
date of supervision.
8. Barriers for our own teaching
30% 8
leaning process.
 Teachers’ Issues Encountered on Instructional
Supervision
% OF
RESPONSES/ISSUES RANK
RESPONSES
1. Not appointing subject specialists for 2
55.8%
instructional supervision process.
2. Lack of pedagogical knowledge of
supervisors concerning Instructional 60.8% 1
Supervision.
3. Supervision process had not been
planned, implemented and supervised 47.2% 3
properly.
 % OF
RESPONSES/ISSUES RANK
RESPONSES
4. Not maintaining supervisory 5
30.8%
work plan.
5. Not maintaining supervision
32.5% 4
reports systematically.
6. Some supervisors are the
authoritarian type and unable to
maintain a friendly relationship 24.1% 6
with teachers when supervising
teaching-learning process.
Activity 2:
Recommend Possible Interaction to the different
issues and concerns on Instructional Supervision
Supervisors/
Teachers
School Heads
Recommendations for implementation:
1. All School Heads must be Instructional Leaders
2. Required to prepare and submit the following:
2.1 Objective Record Sheet (ORS)
2.2 Monthly Accomplishment Report (MAR)
2.3 Monthly Instructional Supervisory Plan
2.4 Monthly School Instructional Supervisory
Accomplishment Report (MSISAR)
3. Prioritize your activities, be it administrative or
supervisory.
4. Conduct your activities, either online or onsite.
5. Present your activities, with the teachers during meetings.
6. As a matter of policy, the following must be strictly
followed:
Mondays and Fridays – Office Work/ Attending to
clients/Distribution/Retrieval
of SLMs
Tuesday/Wednesday and Thursday – Monitoring
Activities
7. Prepare and submit your ORS and MISP on the
first week of the month and your MAR and
MSISAR on the first week of the ensuing month
or as agreed by your immediate supervisor.
8. Always read, review and revise the report you
are submitting.
9. Do not forget to sign your reports. This is the
confirmation that you have read and reviewed
your reports.
10. Be sure of names of officials, even teachers.
11. Prepare a School Head’s Daily Schedule of
Activities posted at the Door of your offices.
(Please see sample)
12.Have a place/section in your office where you
can deposit, display and pile your reports.
13.When you submit a report be sure to submit a
presentable one for it reflects the kind of
personality you have.
14. Be open to change. It is not only you who knows
everything. Listen to the voice of you r
subordinates and humanize everything. Treat
them as human persons with abilities to
contribute.
15. Be conscious of DEADLINES.
16. Prioritize your work and enjoy them.
17. When you have read a Memo, Policy or
issuances is not yet acted by the higher office,
never implement it. Follow protocols in DepEd.
THANK YOU! 