Online assignment 1: Assignment title: Supervision is one of the primary criteria for a

school to thrive under its institutional mission and vision. There are several supervision
strategies that a manager needs to execute in their daily operation in school. Identify
what are those strategies and explain why it is important to implement it in any
institution.

Name: HAFIFAH BINTI KUSIN

Matric Number: 2020.8.EDU02.0002

Course: Master of Education

Subject: Supervision and Leadership in Education

Code of subject: EDS1230

Lecturer’s Name: DR AHMAD ZULFADHLI BIN KHAIRUDDIN

 TABLE OF CONTENT

1. Introduction …………………………………………………………………………. 1
2. Literature review ……………………………………………………………………. 1
3. Justification of chosen strategy……………………………………………………… 3
4. Ways to implement the strategy …………………………………………………….. 3
5. Limitation of the strategy ……………………………………………………………. 3
6. Recommendation and Conclusion …………………………………………………… 4
7. Reference …………………………………………………………………………….. 4
Introduction
Teachers and school leaders are very important drivers for students. High -performing
teachers can increase pupils by 50% in three years compared to low -performing teachers.
Similarly, leaders and supervisors who perform well and focus on instructional leadership
rather than administration can improve student achievement by up to 20%. An effective and
excellent school is often led by an effective and excellent head teacher or principal (Horng &
Loeb, 2010). Efficiency and effectiveness in this supervision is very important to achieve the
excellence of management goals and supervisory goals.
Supervision is an art of skill to accomplish something through others. A goal can be
achieved not by doing alone but organizing and planning together with his subordinates to
achieve that goal. Supervision is a dynamic and ongoing process that involves planning,
organizing, controlling, directing and mobilizing.

Literature review
Various approaches are used in supervision. Among the supervisory models are the
developmental supervision model and the clinical supervision model. The developmental
supervision model focuses on the individual developmental level of teachers and its impact
on the performance of interpersonal relationships in supervision (Glickman et al., 2014).
Some of the key tasks that are often associated with teaching supervision practices such as
direct assistance, group building, professional development, curriculum development and
action research.

Direct assistance is the assistance provided by supervisors to teachers to help teachers

improve the quality of teaching individually (Sufean, 2005). The main goal of direct
assistance is to give teachers the confidence to produce effective teaching. Group activities
encourage collaboration between teachers, improve relationships, communication, create an
element of trust and tolerance so that they can further enhance the teaching and learning
process in schools. The professional development aspect encompasses all the efforts and
learning opportunities given to teachers to help teachers become more proficient in teaching
activities, as well as reinforcing their emotional values, social development and ethics. This
can be done in a variety of ways such as collaborative learning, critical reflection and
professional dialogue. It enhances the knowledge and skills of teachers in the development of
knowledge while providing learning opportunities to teachers.

1
Clinical supervision is a systematic, sequential and continuous process of supervision that
involves interaction between supervisors and teachers. Clinical supervision emphasizes the
importance of interpersonal and human relationships (Che Masnah, 2008). This supervision
occurs based on understanding, strong cooperation and mutual respect through a friendly
relationship between the supervisor and the supervised teacher. Therefore, the objective of
the implementation of teacher teaching supervision will be easily achieved. It also aims to
enhance teacher professionalism by emphasizing the improvement of teaching practices in
the classroom (Acheson & Gall, 2003). The clinical supervision model suggests five phases
in conducting clinical supervision namely pre-observational discussion, teaching observation,
analysis and strategy, post-observational analysis and post-observation (Goldhammer, Ander
and Krajewski, 1993 in Gordon & Maxey, 2000).

Through the use of technology e supervision can help a supervisor to perform supervision on
his students, Dudding (2009), as referenced in Carlin, CH, Boarman, K., Carlin, E., &
Inselmann, K. (2013). According to Carlin, Milam & Weinberg (2013), e supervision
requires as a supervisory model that uses two -way audio and video conferencing technology
as a site for direct supervision that supervising users use certain lo4cations such as offices
through E supervision websites to monitor trainee performance in schools without need to be
there. Supervision and access of two -way verbal communication between supervisors and
trainees (Carlin et al., 2012). Paulsen & Schmidt Crawford 2017), also outlined five benefits
derived from using e-supervision as a method of supervising students. These include the
ability to monitor and review in a timely manner, improve supervisory efficiency, provide
quality surveys, and balance current costs.

In contrast, Smith (2018) identified several benefits of a combination of two supervisory

methods from his study. These include face -to -face and long -distance methods that require
an internet connection and the use of the GoReact app during teaching practice. This will
improve the performance of trainee teachers and supervisors as well as satisfy both parties
with the communication and feedback required during training. The data obtained show that
the combination of both face-to-face surveillance and GoReact surveillance methods can
improve the skills of trainee teachers more effectively (Smith, 2018).

2
Justification of chosen strategy
In today's fast-paced world, e supervision is an effective strategy to be implemented in any
educational institution. This is because, e supervision is supervision that is carried out
remotely using various types of applications and technological hardware that allows
supervisors to make supervision without face to face with employees or students. These
strategies have been carried out in any local educational institutions such as UPSI, UTM,
Geomatika College, even schools run MOE also have supervisors who have been using this
strategy. Through this strategy, the supervisor will be able to monitor directly and can save
time, money and energy. This parallel with the study completed by Dudding & Justice,
(2004) which found that the use of e-supervision systems to reduce costs, time and flexibility
for both supervisors and teacher trainees

Ways to implement the strategy

To implement this strategy, supervisors need to ensure all equipment and requirements are
adequate. This is because, to implement it the most important thing is to have adequate
internet access. Supervisors need to discuss with their employees or students the easiest way
to communicate. There are various ways to implement it. Hidayat, & Nurcahyanto, (2018),
suggested that in order to facilitate mixed process learning more effectively, the use of
Google Classroom application needs to be integrated. Google products like Google Calendar,
Google Drive, Gmail and Google Docs in the system.

Limitation of the strategy

Each strategy has its advantages and disadvantages. Similarly, e supervision has its own
weaknesses. The most notable weaknesses are internet access and expertise in using
computer applications or software. For expertise may not be a big deal as this situation can be
overcome by learning and can be resolved immediately. However, the problem of internet
access is difficult to solve immediately. This is because not all places in Malaysia have good
internet access even in urban areas.

These limitations will interfere a little with the smooth running of supervision. However,
supervisors and their employees or students may still conduct face -to -face supervision or
transmission of reporting videos in the form of compact discs or pendrives. Regular
supervision can be carried out but requires some time to obtain information and make an
assessment. But this is not a huge obstacle to implementing this strategy.

3
Recommendation and Conclusion
E-Supervision is widely used in research, counselling, nursing, teaching and even teaching
practice. Adam May (2000) has identified several benefits in implementing ‘e-Supervision’,
among them are as follows:
i. Students and supervisors can be met without involving travel away physically.
ii. Supervision can be done at any time which facilitates both parties.
iii. The resource implications are minimal; it only takes time and
computer via ‘internet access’ software
iv. Specific issues of concern can be resolved without hesitated via e-mail discussion

Therefore, based on these findings, in my opinion, e supervision strategy or known as digital

supervision or remote supervision is an effective and suitable strategy to be implemented
today. This is in line with the passage of time that is filled with a world without borders,
moreover, the whole world is facing the Covid-19 dynamics that do limit supervisors with
students or employees to always face to face. So, this strategy is very suitable to be
implemented. However, there are drawbacks to implementing it for some places and areas
that have internet access problems. Face -to -face or direct supervision is still relevant in
some places.

Reference
Arsaythamby, V. & Mary, M.A.K. (2013). Kesan Penyeliaan Klinikan Terhadap Prestasi
Pengajaran Guru Sekolah Menengah. Asia Pacific Journal of Educators and Education,
Vol. 28, 81-102.
Carlin, C. H., Carlin, E.L., Milam, J. L., & Weinberg, T. (2013). E-supervision &
ementoring:
P r o f e s s i o n a l development for current and future professionals. In K. Todd
Houston.
Telepractice in speech-language pathology. Plural Publishing, Inc.
Dede, C. & Richards, J. (2012). Digital teaching platforms: Customizing classroom learning
for each student. New York: Teacher College, Columbia University.
Fosshage, J. (1997), Toward a model of psychoanalytic supervision from a
selfpsychological /
intersubjective perspective. In: Psychoanalytic Supervision, ed. M. Rock. Northvale, NJ:
Aronson, p.189-210.
Ling, C. J., & Othman, N. (2018). Amalan Penyeliaan dan Hubungannya Dalam
Meningkatkan
Kualiti Pengajaran Guru. International Journal of Education, Psychology and
Counselling, 3(22), 28-48.