Why Classroom

Supervision?
The quality of a SCHOOL is almost
directly proportionate to the quality of
classroom INSTRUCTION given in that
school;
The quality of classroom instruction
given in a school is very much dependent
upon the quality of the TEACHERS who
teach in that school;
The quality of performance of the
teachers in the classroom is often related
 How can we improve
teacher’s performance
and the quality of
classroom teaching and
learning?
•What’s happening inside the classroom?
•What are students’ learning?
•How are teachers’ teaching?
•Should you enter or should you stay away?
•What should you do once you enter?
•How do you discover what is really going on
between teacher and students?
HISTORY OF SUPERVISION IN
THE PHILS. (RUIZ 1972)
 1900 - 1924 Largely inspection and its chief purpose was
CONTROL. Supervision was conducted by
municipal, provincial officials or Local School
Board.

1925-1941 Shift in authority, from municipal officials to

academic supervisors. Emphasis was on
Specialization. Supervisors decided on what to
be taught to whom.

1946-1969 Supervision was described as democratic

process. Supervisors established greater rapport
with teachers and assisted them to improve
classroom performance.

1970 to present Cogan and Gold hammer experimented with

Collaborative supervision and gave birth to a
process of
CLINICAL SUPERVISION.
CLINICAL
SUPERVISION
It can be defined as
the type of instructional
supervision which draws its
data from focused
observation of a previously
planned class and which
involves face-to-face
interaction between
supervisor/principal and
teacher in order to improve
the quality of instruction.
Clinical Supervision is
more democratic,
more teacher-
centered and more
interactive since
content, time and
places are mutually
 POST- CONFERENCE
EVALUATION

POST OBSERVATION
CONFERENCE WITH
THE TEACHER
ANALYZING AND
INTERPRETING THE
OBSERVATION AND
DETERMINING
CONFERENCE APPROACH

OBSERVATION OF
CLASSROOM
INSTRUCTION

PRE-OBSERVATION
CONFERENCE WITH THE
TEACHER
Step 1 a. Purposes of Pre-
Observation
Pre-
Conference
observation
conference
with the • 1. Confirming and
teacher Nurturing the Teacher-
Supervisor Relationship
• 2.Fluency
• 3.Rehearsal
• 4.Revisions
• 5. Agreement
 b. The principal will
Step 1 conduct a conference in
Pre- which the teacher will:
observation
conference
with the a. describe the lesson
teacher to be observed.
b. describe what he
will be doing during
the lesson.
Step 1
Pre- c. Describe expected
observation student behaviors.
conference
with the
d. Predict problems,
teacher
rough spots, weak
points, concerns,
etc.
Step 1 e. Agree with
Pre-
observation the
conference
with the
observer on
teacher the focus of
observation
.
Step 1 f. Agree with the
Pre-
observer on the
observation schedule of the
conference observations and the
with the lesson to be
teacher observed.
g. Agree upon the
observer’s role(What
will be observed and
what data will be
collected.)
Step 1 h.Agree with
Pre-
observation
the observer
conference on the time
with the
teacher for post
observation
conference.
 c. Pre-observation Tool
Step 1 Instructional
Supervision Form 1
Pre- Prescribed by DepED
observation According to Goldhammer,
conference during the pre-observation
with the conference it would be helpful
teacher for both teacher and observer to
anticipate rough spots or
problem
areas during the pre-observation
conference but this is not
stipulated in IS Form 1.
Step 2 Supervisor observes
Observation the class so that he
of Classroom
or she may analyze it
Instruction
with the teacher
afterward.

Today’s data are

employed as a source
of tomorrow’s agenda
for supervision.
 TECHNIQUES
Step 2
a. Observe in a
Observatio
n of manner that
Classroom does not
Instruction
interrupt
instruction.
Step 2
TECHNIQUES
Observatio b. Record data
n of as instruction
Classroom
Instruction takes place
(selective
verbatim).
Step 2 TECHNIQUES
Observatio
n of c. Record
Classroom
Instruction what you
see or hear.
 TECHNIQUES
Step 2
Observatio d. STAR
n of
Classroom observation/
Instruction recording
recommended.
Step 2 TECHNIQUES
Observatio e. Do whatever is
n of
Classroom possible to
Instruction make the
observation a
non-threatening
experience.
Step 3 PURPOSE:
Analyzing 1.Analysis makes
and
Interpreting observational
the
Observation
data intelligible
and and
Determining
Conference
manageable.
Approach
Step 3 PURPOSE:
Analyzing 2. Plan the management
and of the supervision
Interpreting conference to follow –
the that is, to determine
Observation what issues to treat,
and which data to cite,
Determining what goals to aim for,
Conference how to begin, where to
Approach end, and who should
do what.
Step 3 The principal
Analyzing leaves the
and classroom with
Interpreting the recorded
the observations
Observation
and
and seeks
Determining solitude in an
Conference office or corner
Approach to study the
information.
Step 3 How to prepare
Analyzing for the
and
Interpreting conference?
the
Observation a.From selective
and verbatim
Determining
Conference recorded,
Approach make a STAR.
Step 3 How to prepare for
Analyzing the conference?
and b. Identify
Interpreting
the
behavior to be
Observation maintained.
and
Determining
c. Identify
Conference behavior to be
Approach changed.
 How to prepare for the
Step 3 conference?
Analyzing
and d. Prepare strategies for
Interpreting the post conference.
the e. Be sure to identify
Observation positive points.
and f. It may be helpful to
Determining have someone else
Conference help analyze the data
Approach if someone is
available.
Step How to prepare for
3
Analyzing
the conference?
and g. Analyze and
Interpreting understand
the
Observation today’s teaching
and in order to
Determining modify
Conference
tomorrow’s
Approach
teaching.
 How to prepare for
Step 3
the conference?
Analyzing
and h. After analyzing
Interpreting observational
the
Observation data, make
and decision about
Determining how supervision
Conference
conference
Approach
should be
conducted.
 Step 3 How to prepare
Analyzing for the
and conference?
Interpreting
the i. Determine the
Observation interpersonal
and
approach to use
Determining
Conference with the teacher
Approach in the post
conference.
Step 4 Post Conference
Post
-observatio - is where the
n hard work of
Conference
with the
supervision
teacher bears fruit.
According to
Covey, it is the
win-win area.
 Step 4 Consider the
Post following:
-observatio 1.Place
n
Conference 2.Time
with the
teacher
3.Strategy
4.Attitude
5.Listening
6.Be positive
 a. Establish rapport.
Step 4
b. Listen more and talk
Post less.
-observatio *Getting the teacher to
n talk during the post
Conference conference is an art.
with the * The more the teacher
teacher enters into the discussion,
analyzes the class
observed and begins to
criticize her/his own
performance, the better.
 c. Assist the teacher
Step 4 analyze the lesson by
Post asking questions like:
-observation * Were the objectives
Conference realized?
with the * What went well? What
were the indicators to
teacher support your realization?
*What factors cause
some problem to arise?
* In what part of the
lesson did your pupils
find the difficulty? What
did you do to solve the
problem?
 d. Provide positive
Step 4 feedback to the teacher.
Post Point out the strengths
-observatio and commend teacher
for whatever innovation,
n effective strategies
Conference employed.
with the e. Do not tell teacher what
to do rather assist
teacher him/her to realize what
could be done. Do away
with prescribing what to
do.
f. Finally plan for
improvement for next
visit.
Step 4 Or Use Instructional
Supervision Form 2
Post
-observati Use approaches that
strengthen a
on teacher’s capacity for greater

Conferenc reflections, and self reliance in

making
e with the improvements in classroom
teaching
teacher and learning.
The post conference is held to
discuss the analysis of the
observation
and finally produce a plan for
instructional improvement.
Step 5 • Critique of previous four
steps.
Post – • There is not only
supervision of teaching but
Conference also supervision of
Evaluation supervision.
• Time to review whether the
format and procedures from
pre-conference to post-
conference were
SATISFACTORY and whether
revisions might be needed
before repeating the
sequences.
• Need not be a formal
session.
 • Can be a brief
Step 5 discussion.
Post – a. Between Teacher
Conference and Principal
*What was valuable in
Evaluation
what we have been
doing?
*What was of little
value?
* What changes could
be suggested?
 • Can be a brief
Step 5 discussion.
Post – b. Between Principal
Conference and Supervisor
A conference between
Evaluation
the principal and the
supervisor to assess the
conferencing skills used.
Analysis of the
supervisory conference
to improve supervisory
practices.
 Step 5 * Indicate that
Post – principal
Conference
and teacher
Evaluation
are both
involved in
the
improvemen
t efforts.
 CRITERION-
REFERENCED
INSTRUCTIONAL
SUPERVISION
STRATEGY
(CRISS)
 Criterion-Referenced
Instructional Supervision
Strategy
* an alternative to :
-“inspection”,
-“coercion”,
-“prescription type” of
supervision
* CRISS is based on the
assumption that the prime
reason why a teacher is in the
classroom is to effect desirable
 Criterion-Referenced
Instructional Supervision
Strategy
• The intended change in the learner
can be considered the “criterion” by
which the teacher can be assessed in
the adequacy of his efforts.
 Criterion-Referenced
Instructional Supervision
Strategy
• Focus of CRISS :
- is what happens to the learners as the
consequence of what the teacher does
• CRISS is designed to help teachers
grow in:
- self-direction
- self-confidence
- professional maturity
 In life what really
matters is NOT the
position you hold
but the SERVICE you
do for others,
whether you are a
leader or a mere
follower.