Professional Documents
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Supervision of Technical Vocational Education and Training
Supervision of Technical Vocational Education and Training
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work f
Frame
Program of Activities
Session
Morning
Day 1
Theoretical Inputs
1. Quality Teacher
Development
(ITE Experience)
2. Supervisory Framework
for TVET
3. Coaching, Counseling &
Mentoring
Afternoon
Day 2
A. Plenary Discussion - "The Supervisory
Matrix"
(Slide 7)
Day 3
Role Play/Simulation
Sessions -- Coaching,
Counseling, &
Mentoring
Integration Session:
Preparing a Supervisory
Work Re-Entry Plan
Closure
Who
Moved
My
Cheese?
Having
Cheese
Makes You
Happy
The More
Important Your
Cheese is To You,
The More You
Want To Hold
Onto It.
The next day Hem & Haw left their homes, & returned
to Cheese Station C. But situation hadnt changed. Haw
asked, Where are Sniff & Scurry? Do you think they
know something we dont? Hem scoffed, What would
they know? Theyre just simple mice. They just respond
to what happens. Were little people. Were smarter.
Haw suggested, Maybe we should stop analyzing the
situation so much and just get going & find some New
Cheese.
Haw decided to leave Cheese Station C while Hem was
more comfortable staying in the cheeseless Station C.
Hem announced, Its MAZE time! and wrote:
If You Do Not
Change, You Can
Become Extinct
Movement In A
New Direction
Helps You Find
New Cheese.
Imagining Myself
Enjoying New
Cheese, Even
Before I Find It,
Leads Me To It.
It Is Safer To
Search In The
Maze Than
Remain In The
Cheeseless
Situation.
Noticing Small
Changes Early
Helps You Adapt
To The Bigger
Changes That Are
To Come.
Quality Teacher
Development
Development
Samuel Ng
Divisional Director
Educational Design and Technology
Samuel_ng@ite.edu.sg
Professional
Identity
Be ready, willing
Beliefs &
and able to do
and learn all the
Values
Reflect
on
Innovate
time
Key
Practice
Learning
Design
Facilitate
Capabiliti
Learning
Learning
es
Make learning happens
Supporting Conditions
Student learning and desired outcomes
Maximises each students potential in his/her
class
Environment
Goal
Knowledge of facts,
concepts, theories and
procedures as well as
explanatory frameworks that
organise and connect ideas
and the rules of evidence
Content
and proof within a given
Knowledge
field.
Technologic
al
(ICT)
Knowledge of how
information andknowledge
interactive
media technologies can
be used for information
processing, content
creation, problemsolving, collaboration
Knowledge
of how
and
communication.
people learn and
strategies and methods
of instruction and
assessment, including
overall educational
Pedagogical
purposes, values
and
Knowledge
aims.
Teaching discipline
vocational discipline
Vocational
Pedagogy
Teaching discipline
vocational discipline
Vocational
Pedagogy
r
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Qu
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Develo
41
ITE
Quality
Professional
Pedagogic Development
TPCK
Development
Pedagogic
Innovation
& Leadership
Development
Specific/Niche
Pedagogic
Development
Initial
Teachers
Pedagogic
Development
Pedagogic Leaders
Communities of Practice
Collaborative
Innovation
Projects
Collaborative
Application
Projects
Mentoring/
Supervised
Field Teaching
CURRICULUM
DEVELOPMEN
T
CURRICULUM
DELIVERY,
ASSEEMENT &
EVALUATION
Prepare
Competency
Profile/
DACUM Chart
Form
Learning
Modules
Design Phase
Form
Course
Structure
Develop
Assessment
Specification
Implementation Phase
Prepare
Module
Deliver
Module
Establish
Skills
Standard
Development
Pedagogical
Certificate in
Technical
Education
(PCTE)
Phase
Programme
Develop
Instructional \Materials
Evaluation Phase
Develop,
Conduct &
Mark
Assessment
Conduct
Evaluation
CURRICULUM
DEVELOPMEN
T
Prepare
Competency
Profile/
DACUM Chart
Form
Learning
Modules
Design Phase
Form
Course
Structure
Development
REFLECT
Implementation Phase
Prepare
Module
Pedagogical
Certificate in
Technical
Education
(PCTE)
Phase
Programme
Develop
Develop
Instructional
\Materials
Assessment
DELIVER
MANAGE
Specification
DEVELOP
PLAN
CURRICULUM
DELIVERY,
ASSEEMENT &
EVALUATION
Establish
Skills
Standard
Student centred,
Authentic & Flexible
Competence--based
Learning
EVALUATE
Deliver
Module
MOTIVATE
Evaluation Phase
Develop,COUNSELConduct
ASSESS
Evaluation
Conduct &
Mark
REFLECT
Assessment
CURRICULUM
DEVELOPMEN
T
Form
Learning
Modules
Prepare
Competency
Profile/
DACUM Chart
Design Phase
Development
REFLECT
Module
Pedagogical
Certificate in
Technical
Education
(PCTE)
Phase
Programme
Module
Design, Develop
Develop Motivate & Manage
Form
Develop
Module
and Facilitate
Students and
Design & Facilitate
Learning
Instructional
\Materials
Course
Assessment
Classroom Activities
DELIVER
e-Learning Activities
MANAGE
Structure
Specification
DEVELOP
Module
Design & Develop competenceBased Instructional Plan
CURRICULUM
DELIVERY,
ASSEEMENT &
EVALUATION
Establish
Skills
Standard
PLAN
Implementation
Phase
Module
Design & Develop
Student centred,
Authentic & Flexible
Competence--based
Learning
EVALUATE
PrepareAssessment Deliver
of Competence Module
Module
Module
MOTIVATE
Evaluation Phase
Module
Develop,COUNSELConduct
Counseling
ASSESS
Techniques
Evaluation
Conduct &
Module
Apply Reflective Skills
Mark
REFLECT
Professional
Assessment forDevelopment
Basic
Block 2
(In-Service 8 days full-time)
Module
Module
Motivate & Manage
Students and Classroom
Activities
Module
Design, Develop
and Facilitate Learning
Block 3
(In-Service 7.5 days full-time)
Design & Facilitate
e-Learning Activities
Module
Design & Develop
Competence-Based
Instructional Plan
Module
Basic Counseling
Techniques
Module
Design & Develop
Assessment for Theory
Content
Module
Apply Reflective Skills for
Professional
Module
Design & Develop
Assessment of
Competence
Progressive
Progressive development
development and
and acquisition
acquisition
of
of Integrated
Integrated Technological
Technological Pedagogical
Pedagogical
Content
Content Knowledge
Knowledge &
& Competences
Competences
Desired Outcomes
Competent, Caring
Learning Designer,
Facilitator, Reflective
Practitioner and
Learning Innovator
TPCK
Development
Pedagogic
Innovation
& Leadership
Development
Specific/Niche
Pedagogic
Development
Initial Teachers
Pedagogic
Development
Pedagogic Leaders
Communities of Practice
Collaborative
Innovation
Projects
Collaborative
Application
Projects
Mentoring/
Supervised
Field Teaching
TPCK
Development
Pedagogic
Innovation
& Leadership
Development
Development of
Healthcare Simulation
Training System
Pedagogic Leaders
Communities of Practice
Collaborative
Innovation
Projects
propagate
Specific/Niche
Pedagogic
Development
Collaborative
Application
Projects
Early
Early Childhood
Childhood Education
Education
Training
Training Room
Room
Centre
Centre for
for Healthcare
Healthcare
Simulation
Simulation Training
Training
Beauty
Beauty Therapy
Therapy Training
Training
Centre
Centre
Hotel@College
Hotel@College West
West
Amber@West
Amber@West Training
Training Restaurant
Restaurant
TPCK
Development
Pedagogic
Innovation
& Leadership
Development
Specific/Niche
Pedagogic
Development
Initial Teachers
Pedagogic
Development
Pedagogic Leaders
Communities of Practice
Collaborative
Innovation
Projects
Collaborative
Application
Projects
Mentoring/
Supervised
Field Teaching
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A ZA
D
LOREN
S
E
T
,
III
R
O
T
C
E
DIR
PREMISE
The demand for highly competent certified technical workers
in various TVET qualifications keeps rapidly increasing through
the years.
To respond effectively to this, the government through
TESDA has put in place a lot of emphasis on TVET/TESD to
produce more Knowledge Workers (K-workers) who can
respond to and cope with the fast changing demands, standards,
and requirements of the industry.
Supervision is both a key and a crucial element in the
effective delivery of competence-based training and realistic
conduct of competency assessment.
CONCEPTUAL FRAMEWORK
TRAINING
TRAINING &&
ASSESSMENT
ASSESSMENT
METHODOLOGY
METHODOLOGY
COMPETENCE
COMPETENCE
HUMAN
HUMANAND
AND
SOCIAL
SOCIAL
COMPETENCE
COMPETENCE
TECHNICAL
TECHNICAL
COMPETENCE
COMPETENCE
K-WORKER
K-WORKER
OCCUPATIONAL
OCCUPATIONAL
COMPETENCE
COMPETENCE
KEY ISSUES
The issue of highly competent and
globally competitive skilled workers has
become vital and widely debated across
countries.
Global changes in technology,
particularly in industries, have created a
major need for skilled workforce and
comprehensive training.
KEY ISSUES
A holistic skills training and technical training
program to train K-workers should
encompass not only technical competences
but also training and assessment
methodology competences.
Quality and focused supervision is an
invaluable support system to ensure qualityassured graduates of the TVET system.
SUPERVISORY MATRIX
Schedule
Mondays
Area of
Development
Training &
Assessment
Methodology
Competence
Focus of
Supervision
Preparation of
Trainers
Supervisory &
Monitoring Tools
Session Plans &
Training Matrix
CBLMs
Progress Charts,
TRB
SUPERVISORY MATRIX
Schedule
Tuesdays
Area of
Development
Training &
Assessment
Methodology
Competence
Focus of
Supervision
Training &
Assessment
Facilities
Supervisory &
Monitoring Tools
CBT
Components/Wo
rk Stations
Assessment
Centers
SUPERVISORY MATRIX
Schedule
Wednesdays
Area of
Development
Technical
Competence
Focus of
Supervision
Time on Task
Review
Supervisory &
Monitoring Tools
Observation
Checklist
SUPERVISORY MATRIX
Schedule
Thursdays
Area of
Development
Human & Social
Competence
Focus of
Supervision
Focused
Meetings with
Trainers
Supervisory &
Monitoring Tools
Agenda &
Minutes of
Meetings with
Trainers, Follow
up of Actions
Taken
SUPERVISORY MATRIX
Schedule
Fridays
Area of
Development
Occupational
Competence
Focus of
Supervision
Focused
Meetings with
Trainees
Supervisory &
Monitoring Tools
Agenda &
Minutes of
Meetings with
Trainees, Follow
up of Actions
Taken
CONCLUDING NOTE
Supervision is related to self-development,
professional development of the supervisees.
The Supervisors role is to help the trainers
and the trainees to achieve their goals by
acting as counselor, facilitator, and advisor.
CONCLUDING NOTE
Counseling is an important function in
relation to the process of supervising
because it can lead to an improved
relationship between the supervisor and the
supervisee.
CONCLUDING NOTE
One of the important functions of the supervisor
is to be role model for the supervisee.
The Supervisor is one who has greater
experience and helps less skilled or less
experienced trainers to achieve professional
abilities.
CONCLUDING NOTE
1.
2.
3.
4.
5.
CONCLUDING NOTE
A good relationship can make both parties
comfortable with meeting regularly and
sharing ideas or knowledge with a view to
trainer development.
One must be eager to learn, enhance
ones self-awareness, learn from mistakes
and success, develop and apply new skills
and design action plans or timetables.
3.
4.
FACTORS TO CONSIDER
1. Personality of the teacher
2. Familiarity with the classroom/teacher
3. Other factors
Activities in Progress
On-Task Participation
a) Teacher-directed
b) Group assignment
c) Individual assignment
d) Recordkeeping
e)
f)
g)
h)
RECAP
Purpose is to assess instruction and learning.
Data on-task and off-task.
Communication.
TIME SEGMENT
Trainees' Engagement
10
11
12
13
14
Total - On Task
Engagement
Rate
Total
15
A. On-Task
B. Off-Task
COACHING,
COUNSELLING &
MENTORING PROGRAM
FOR
TESD
TRAINERS
TESDA Zamboanga Sibugay
COACHING
COUNSELLING
MENTORING
The TESD
Trainers SPECIAL
TOOLS
SITUATIONAL
LEADERSHIP
CORE
FRAMEWORK
93
Situational Leadership
TESD trainers ability to influence the trainees to
achieve results;
TESD trainers ability to adapt his/her leadership
style according to the requirements of the situation;
and
Different strokes for different trainees
94
Situational Factors
Developmental level of trainees;
Nature of the task/s to be done: new, difficult,
complex, critical
Amount of change going on in the training group;
Length of time available for completing the tasks
95
Situational Variables
SUPPORTIVE: 2-WAY COMMUNICATION
Listening to trainees problems;
Praising trainees;
Giving positive reinforcement;
Asking for suggestions on inputs;
Encouraging & reassuring
PSYCHOLOGICAL
OXYGEN
STROKING
(Transactional
97
Stroking
Means, RECOGNITION
Says, I
98
Stroking
99
Stroking
STROKES: Can be positive or negative
POSITIVE:
Youre OK = GOOD FEELINGS
GENUINE, SINCERE, HONEST
100
Examples of Positive
Strokes
Thank you.
101
Examples
ofPOSITIVE
Positive
NON-VERBAL
STROKES
Strokes
Looking at the person.
Smiling.
Nodding.
Laughing happily when something is funny.
Cheering/Clapping
Tap on the shoulder/back
Signaling OK!
Thumbs up
102
Negative Strokes
Frowning/shaking your head
Ignoring objections.
103
STROKE QUOTA
is Not Met
Decreased efficiency
Decreased/loss of productivity
104
Stroke Quota
Each of us has our own quota for strokes. Some need a fee strokes. Some need more.
When out STROKE QUOTA is not met in the usual, expected ways, our personality and
behavior change.
Ignoring objections.
105
What is your
Stroke
Quota?
COACHING
The TESD
Trainers SPECIAL
TOOL
107
COACHING
Face-to-face leadership that pulls together people with diverse
backgrounds, talents, experiences & interests, encourages
them to step up to responsibility, and treats them as full-scale
partners and contributors.
- A PASSION FOR EXCELLENCE
Nancy Austin & Tom Peters
108
COACHING
Process used by managers to empower individual
employees to put forth their best efforts and to reach the
limits of their activities;
Skills-based
A directive process by a manager to train and orient an
employee to the realities of the workplace remove barriers to
optimum work performance.
109
110
111
112
113
114
Characteristics
115
of Effective
Coaches
Given below are 20 characteristics that describe trainers who are
effective coaches:
Characteristics
116
of Effective
Coaches
Given below are 20 characteristics that describe trainers who are effective
coaches:
Characteristics
117
of Effective
Coaches
Given below are 20 characteristics that describe trainers who are effective
coaches:
Characteristics
118
of Effective
Coaches
Given below are 20 characteristics that describe trainers who are
effective coaches:
119
COACHING
Involves skills, attitudes and values that flow from our
CHARACTER.
120
EFFECTIVE COACHES
Clear about the purpose of coaching;
Ethical: respect rules and procedures but do not limit their
thinking to what is allowed by the rules & procedures;
Committed not just to the activity but to their trainees and
maintain a personal stake in the success and well-being
of each worker;
121
EFFECTIVE COACHES
Recognize that there are no limit to the performance
of either an individual or an organization;
Personally responsible for the outcome of the activity,
without robbing the trainee of the responsibility;
Honest, direct and model the qualities they require of
their trainees
122
EFFECTIVE COACHES
Uncompromising in their attention to details;
Are inspiring teachers;
Willing and open to learn from their trainees;
They do what they say they will do and do not dwell on past
failures;
Focus on solutions.
123
Coaching ..
1. Makes your job easier when trainees enhance their skill levels.
2. Enables greater delegation so you can have more time to truly
manage and focus on other developmental, priority & creative
areas.
3. Builds your reputation as a people developer.
4. Increases productivity when trainees know what the goals are
and how to achieve them.
124
Coaching ..
125
Coaching ..
126
127
128
129
COUNSELLING
The TESD
Trainers SPECIAL
TOOL
131
COUNSELLING
AN INTERPERSONAL SKILL AND A PROBLEMSOLVING TOOL THAT TRAINERS CAN USE IN
HANDLING TRAINEES WITH PROBLEMS OR
WITH SPECIAL CONCERNS.
132
COUNSELLING
. is often neglected as a tool because Its value is not appreciated;
Trainers have no time to do it;
Sometimes, a trainer does not admit he/she has a trainee with
a problem or with special concerns for fear he/she may not be
considered a good trainer as it might reflect on him/her
133
COUNSELLING
The trainee with problem may be effective in other areas
thus, the trainer allows the manifested strength to
overshadow the defects.
Some trainers take a backseat from trainees concerns
and dismiss these are mere facts of life.
Some trainers do not put premium on trainees with
problem because they are too busy with their work.
134
COUNSELLING
135
COUNSELLING
Some trainers tend to take either of 2 extreme
attitudes towards counseling:
Its none of my business. You are enrolled in this
training. Just accomplish the tasks.
Missionary reaction: the trainer is running a clinic during
training hours and gets too involved with trainees
personal concerns.
136
COUNSELLING
A supportive and helping process by a trainer to help
a trainee define and work through personal problems
that affect performance.
Attitudinal, behavioral, emotional balance
3 STAGES OF COUNSELLING
137
COUNSELLING
138
SUCCESS COUNSELLING
139
A TRAINERS ATTITUDES
Recognition that needs and values sometimes conflict
which can create stress and pressures;
Understand that human behavior goes through a complex
process; and
Recognize the possible use of coping and defense
mechanisms
MENTORING
The TESD
Trainers SPECIAL
TOOL
MENTORING
141
EFFECTIVE MENTOR:
Guides the trainee to develop himself/herself, his career path,
and prepare a career plan.
MENTORING
142
A holistic approach;
An integration of coaching & counseling and other trainee
reinforcement and nurturing tools;
Considers both professional & personal factors
determinants to positive and negative behaviors and
performances.
MENTORING
143
MENTORING
144
MENTORING
145
MENTORING
146
MENTORING
147
148
SYNTHESIS
149
Schedule it.
No interruptions from calls, visitors. Give trainee notice of
time/venue.
Ensure privacy. No conversation should be heard outside.
No 3rd person should be present unless agreed upon.
Allow enough time for the session.
Be emotionally ready (positive thoughts about yourself and
the trainee.)
150
151
152
153
Im OK Youre OK;
Positive self-image and positive regard for others.
CHARACTER TRAITS
154
Patient
Persevering
Respectful/Respectable
With Strong Faith
With Courage or Guts
Considerate
155
INTEGRATIO
N
156
157
158
Inadequate
Inadequate
knowledge/skills
knowledge/skills
about
about COMMON
COMMON
&& CORE
CORE
competencies
competencies
Performance
Performance or
or
Attitude
Attitude
Problem
Problem
COACH
COACH
Personal
Personal
problem
problem of
of
trainees
trainees
Performance
Performance or
or
Attitude
Attitude
Problem
Problem
COUNSEL
COUNSEL
Overall
Overall
performance:
performance:
behavior/skills
behavior/skills
/attitudes
/attitudes
Performance
Performance or
or
Attitude
Attitude
Problem
Problem
COACH
COACH
HIGHLY
HIGHLY
COMPETENT
COMPETENT
&
& GLOBALLY
GLOBALLY
COMPETITIVE
COMPETITIVE
st
21
21st CENTURY
CENTURY
TECHNICAL
TECHNICAL
WORKFORCE
WORKFORCE
CCM CHECKLIST
159
CCM CHECKLIST
160
CCM CHECKLIST
161
CCM CHECKLIST
162
CCM CHECKLIST
163
164
Session
Step
Opening/Climate
Setting/Establishing
Rapport
165
Session
Step
Objective Setting
166
Session
Step
3
Coaching Proper
167
Session
Step
4
Closing
168
Session
Step
Opening/Climate
Setting/Establishing
Rapport
169
Session
Step
Objective Setting
170
Session
Ste
p
3
Counseling Proper
3a
(Stage 2
Understanding the
Situation)
3b
171
Session
Ste
p
4
Problem Solving
(Stage 3 Making a
Decision or a plan of
action
4a
172
Session
Step
4
Closing
5/8-9/13
173
174
Objectives
III. Activities
175
Interventio
n
Competency Focus
Performanc
e Level
Post-Intervention
Developments
176
COACH
COUNSEL
MENTOR
177
Name of Trainee:
Competency Focus
Qualification:
Target Learning Outcomes
Date:
Current Performance Level
Goal:_________________________________________________________________________________
DEVELOPMENT PLAN
Trainers Actions
CONFORME:
Target Date
Signature: __________________________
Trainer
Trainees Actions
Target Date
______________________________
Trainee