PRAYER

EDUCATIONAL SUPERVISION
 LESSON OBJECTIVES
• CLO 4. Apply the knowledge and skills in the program to engage more
confidently and effectively in the task of supervising people, influencing
policy, planning strategy and managing change

• TLO 4. Synthesize the importance of instructional supervision and other

types of supervision, the principles and dimensions of supervision
 SUPERVISION
• Phase of management which undertakes
face-to-face oversight of tasks assigned to
individuals or small groups in order to
assure correct and adequate performance
Tead
• Supervision is assistance in the
development of a better teaching-learning
situation
Wiles,K.
• Process by which its purpose is the general
improvement f the total teaching-learning
situation
Yeager,W.A.
• Procedure of giving direction to, and
providing critical evaluation of the
institutional process. The end result should
be to provide students at all levels with better
educational services
McNerney,
C.T.
• MODERN SUPERVISION in school is positive
democratic action aimed at the improvement of
classroom instruction though the continued growth
of all concerned- the educand, the teacher, the
supervisor, the administrator and the parents of
other interested lay persons.

• P.K.Mishra (2008)-Supervision has to stimulate,

coordinate, guide for continued growth of the
teacher in a school, both individually and
collectively in better understanding and more
effective performance of all teaching activities
 FOUR MAJOR ISSUES OF
CONSIDERATION RELATED
TO SCHOOL SUPERVISION
• 1. Better improvement of teaching and
other related areas
• 2. facilitation regarding the necessary
development of the teacher
• 3. the expected growth of pupils in all
aspects
• 4. the positive outlook in maintaining the
improvement of the teaching-learning
process
CHARACTERISTICS OF SUPERVISION
 Directs attention towards the fundamental ideas of education and orients learning and its
improvement within the general aim of education
 Creative and dynamic expert technical service
 Provides leadership with extra knowledge and superior skills
 Focuses on the participation of a roup of persons as co-workers with the objective of
improving a situation
 Promotes cooperative effort in a friendly educational atmosphere
 Teacher is assumed to hold a rightful position as a cooperating member of group concerned
with the improvement of teaching
 Helps to achieve appropriate educational aims and objectives

 Democratic in nature and
approach
 Continuous process
 Improvement of teaching
 Comprehensiveness
 interpersonal relationship
 communicative
 cooperative
 creative and scientific
NATURE OF
SUPERVISION
 Positiveand constructive
 participatory
 quality management
 adoption of a number of means
 experimental and auto-critical
 service
 OBJECTIVES OF SUPERVISION
• The primary objective of supervision is to improve teaching and makes the purposes of
school a successful one.
• P. Cchandrasekharan (1997) stated some objectives of supervision:
a. Set up suitable goals for the educational institutions
b. Provide professional leadership to the institutions in order to improve their working
c. Bring about a realization of local needs and conditions
d. Assist teachers in diagnosing pupil needs and to help in planning for growth
e. To develop cooperatively favourable teaching-learning environment in terms of improved
teaching-learning methods, psychosocial climate and infrastructural facilities
 SCOPE OF
SUPERVISION

• INSTRUCTIONAL WORK
• CO-CURRICULAR ACTIVITIES
• RECORDS AND REGISTER
• SCHOOL ENVIRONMENT
• MANAGEMENT
• DEVELOPMENT ASPECTS
• GUIDANCE
 QUALITIES OF A SUPERVISOR
• Vision for education
• Experimentation
• Planning
• Expertness
• Organizing ability
• Constructive Attitude
• Sympathy
• Faith in the fellow teachers
 FUNCTIONS OF
SUPERVISION
A. ADMINNISTRATIVE DUTIES
1. Selection and appointment of subordinate teaching and non-
teaching staff
2. Provision of physical facilities to schools and subordinate officers
3. Holding of scholarship examinations and awarding scholarship
4. Checking accounts and records of school
5. Checking proper distribution of work loads
6. Checking salaries, duties and leave of school personnel
7. Issuing orders and circulars from time to time
 • SUPERVISION OF INSTRUCTION THAT INCLUDES
CURRICULUM FOLLOWED, TEXTBOOK PRESCRIBED,
TEACHERS’DIAIES, METHODS OF TEACHING, USE OF
TEACHING AIDS, HOME WORK ASSIGNED AND
CORRECTED
• MAINTENANCE OF STANDARDS IN TEACHING –
LEARNING PROCESS, QUALITY OF EDUCATION PROVIDED,
ACADEMIC ADMISSION, EVALUATION AND OVER ALL SCHOOL
PERFORMANCE

DUTIES • ORIENTATION OF TEACHERS THROUGH IN-SERVICE

TRAININGS, SEMINARS ,STAFF MEETINGS CONFERENCES
AND WORKSHOPS
• EVALUATION AND ASSESSMENT OF
PUPILS’ACHIEVEMENT
• ORGANIZATION OF VARIOUS CO-CURRICULAR
ACTIVITIES, SOCIAL SERVICE AND COMMUNITY
ACTIVITIES
 • ORGANIZATION OF COMPETITIONS, TOURNAMENTS,
INTER-SCHOOL ACTIVITIES, ETC.
• PREPARATION OF INSTRUCTIONAL MATERIALS LIKE
HAND BOOKS, GUIDE BOOKS, LESSON NOTES, ETC.
• CONDUCTING SURVEYS, RESEARCHES AND
ACADEMIC EXPERIMENTATION
• COORDINATING THE ACTIVITIES OF THE Board of education
DUTIES with schools
• CREATION OF HEALTHY CONDITIONS OF WORK IN
SCHOOL BY SUPERVISING SCHOOL DISCIPLINE,
PERSONAL HYGIENE OF THE PUPILS, SCHOOL
CLEANLINESS, PHYSICAL AND MENTAL HEALTH OF THE
PUPILS
 SUPERVISOR’S ROLE
Accountability – In this type of
supervision, the person doing the
supervising takes a traditional role as an
inspector. There is often a requirement for
exact accountability for all requirements.
Monitoring – In this type of supervision, the
supervisor watches over the person, but it’s not a
strict inspector-type of a role. Monitoring
supervision checks in on the person’s progress
and is available for feedback and often helps
come up with solutions or alternatives.
 Advisor – As an advisory,
Clinical – In a clinical setting,
the people in the
both the supervisor and the
supervisory role are
person being supervised, are in
usually not working at the
direct contact with each other.
same level of the person
This is usually done in a face-to-
they are supervising.
face setting while certain tasks
There is limited face-to-
are being performed. A clinical
face work. In this
setting for education supervision
capacity, the advisor is
may be during student teaching,
limited to giving advice
medical or dental residency.
or feedback.
Critical Friend – The role of the critical friend is a
more casual role and often both the supervisor and
the person being supervised can be on similar
levels. A critical friend serves as support person
offering encouragement and guidance. However, the
person in this role also provides constructive
feedback.

Mentor – The mentor as a supervisory role is usually

a person with a higher rank than the person they are
supervising. In this case, the person serving as a
supervisor acts as a role model for those they are
supervising. The mentor uses demonstrations and
modeling to show what is expected.
Types of supervision are generally
classified according to the
behaviour of supervisors towards
his subordinates. These are also
called as techniques of TECHNIQUES
supervision.
OF
1. Autocratic
SUPERVISION
2. Laissez-faire
3. Democratic and
4. Bureaucratic Supervision
 • Under this type, the supervisor wields
absolute power and wants complete
AUTHOCRATIC obedience from his subordinates. He
OR wants everything to be done strictly
AUTHORITARIA according to his instructions and never
N SUPERVISION likes any intervention from his
subordinates. This type of supervision is
resorted to tackle indiscipline
subordinates.
LAISSEZ-FAIRE OR FREE-
REIN SUPERVISION

• This is also known as independent

supervision. Under this type of
supervision, maximum freedom is
allowed to the subordinates. The
supervisor never interferes in the
work of the subordinates. In other
words, full freedom is given to
workers to do their jobs.
Subordinates are encouraged to
solve their problems themselves.
DEMOCRATIC SUPERVISION

• Under this type, supervisor acts according to the

mutual consent and discussion or in other words
he consults subordinates in the process of
decision making. This is also known as
participative or consultative supervision.
Subordinates are encouraged to give suggestions,
take initiative and exercise free judgment. This
results in job satisfaction and improved morale
of employees.
 BUREAUCRATI
C
SUPERVISION:

• Under this type certain working rules

and regulations are laid down by the
supervisor and all the subordinates
are required to follow these rules and
regulations very strictly. A serious
note of the violation of these rules
and regulations is taken by the
supervisor.
 DIMENSIONS OF SUPERVISION
CURRICULAR DIMENSION
OF SUPERVISION
• A. Curriculum Revision
• B. Curriculum Improvement
• C. Controversial Issues on Curriculum
• D. Resource Persons
• E. Recognition of Achievement
• F. Better Communication
HUMAN RELATIONS DIMENSION
OF SUPERVISION
• The Elton Mayo experiments that
became the basis of the Human
Relations Approach in management
• Herman and Herman (1998) made the
following distinction between a group
and a team. A group consists of two or
more individuals who are together with
or without structure or purpose.
 DIMENSIONS OF SUPERVISION
ADMINISTRATIVE DIMENSION OF SUPERVISION
• A. Administration of Processes
Initiates planning of programs and
strategies; organizes committees to set and
prioritize goals; establishes educational
standards, as well as policies and
procedures to carry the out; takes charge of
the staffing of the organization; coordinates
programs and projects; and prepares
reports and budgets.
B. Administration of program and Services
Principals coordinate the development of
curricular, co-curricular, and extra-curricular
programs. They manage student services such as
guidance, health and medical, canteen and
athletics. In addition, they supervise and monitor
the work of lower-level managers, support staff,
teachers, counselors, librarians, coaches and
others.
 DIMENSIONS OF SUPERVISION
ADMINISTRATIVE DIMENSION OF SUPERVISION
C. Administration of Personnel
School heads interview, hire, evaluate and
help improve the skills of teachers and
staff. They give advice, explain procedural
questions, and provide opportunities for
faculty and staff development. They also
make the painful decision of terminating
after due process, personnel who do not
meet school standards despite their effort
to help them.
• D. Administration of Budgets
Principals prepare and administer
the approved budgets. This task is
oftentimes unpopular to many
administrators probably because it
is business concern. The budget,
once approved by higher authority,
serves as a legal basis for annual
expenditures, accounting and
auditing.
INSTRUCTIONA
L SUPERVISION
• References
Bago,Adelaida L.,Supervision of Instruction : The Phil. Perspective (2008)
DLSU Manila, C & E Publishing Inc. QC

Gregorio , Herman C., School Administration and Supervision Revised Ed., Garotech
Publishing QC

Educational Management : Theory and Practice; Bhattacharya S.(2018), Guwahati: EBH

Publishers(India)