Name: Largo, Ebarleen Keith C.

Date: February 3, 2021

Recent Issues Related to Supervision and Evaluation of Instruction,
Professional Development of Teachers, and DepEd Memoranda.

I. Instructional Supervision and Performance Evaluation: A Correlation of Factors

Authors: Sheena Mae T. Comighud, EdD; Maria Chona Z. Futalan, PhD; & Roullette P.
Cordevilla, EdD

Website:https://www.researchgate.net/publication/341080097_Instructional_Supervision_
and_Performance_Evaluation_A_Correlation_of_Factors

Date Issued/published: April 2020

Summary of the Issue:

The teachers’ instructional effectiveness is considered a key to achieve optimum
gains in the teaching-learning process. In order to ensure this teachers’ efficiency in the
educational environment must be sustained as this is an important aspect that promotes
student achievement and professional development. In support to this, supervision of
teachers must be constant as this has been one of the most important functions of our
educational system. Comighud, Futalan and Cordevilla (2020) studied about the
correlation between instructional supervision and performance evaluation. They
examined the issue about the extent of implementation of instructional supervision as
perceived by the novice and experienced teachers of the Department of Education in
Bayawan City Division. It revealed the correlation between factors such as teachers’
perceptions and job performance evaluation. There were 70 novice teachers and 230
experienced teachers of the 30 public elementary schools of Bayawan City Division who
were became the respondents of the said issue.
They first examine the Instructional Supervision in Terms of Concept and Purpose.
The authors found out that there is a “very high” extent of implementation of
instructional supervision as perceived by both of the novice and experienced teachers in
the aspect of concept and purpose of instructional supervision. This implies that both
categories of teachers demonstrate greater understanding and display higher awareness
on the significance of the conduct of instructional supervision as a toll for teacher’s
growth. Instructional supervision is very important to the development of education and
it is fitting to establish how it is perceived by teachers in schools. Unless teachers
perceive supervision as a process of improving learning conditions and promoting
professional growth, the supervisory exercise will not achieve its desired purpose. It
showed that both beginner and experienced teachers were convinced of the need for
 instructional supervision, and believe that every teacher can benefit from instructional
supervision. Teachers also welcome supervision if it is done in the right spirit and with
the aim of improving the learning process and promoting teacher growth.
Second is the Instructional Supervision in Terms of Planning and Preparations. In
this issue, it signifies that there is a higher extent of implementation of instructional
supervision as perceived by the experienced teachers compared to the novice teachers in
the aspect of planning and preparations for instructional supervision. Most teachers
prefer the supervisor to notify them of the visit so that they can prepare their lessons.
The study also indicated that their supervisors planned class visits with them rather than
the school head determined when visits would be conducted without consulting with
teachers. Hence, careful planning by the supervisor should precede a classroom visit.
Though adequately trained, the new teachers may be at greater risks for failure than the
teachers for not having yet acquired skills necessary like classroom management and
instructional skills that can only be acquired through experience.
Next is the Instructional Supervision in Terms of Organization and
Implementation. Both categories of teachers perceived “very high” extent of
implementation for actual classroom observation in the aspect of organization and
implementation of instructional supervision. Lesson observation is one of the major
functions of supervisors. It has been seen as a major tool that supervisors use to assess
the content knowledge of teachers and their competency in instructional strategies and
practices so as to provide the necessary assistance to improve instruction.
And lastly, the Instructional Supervision in Terms of Dialogue and Discussion.
resents that there is a “very high” extent of implementation as perceived by both of the
novice and experienced teachers in the areas of immediacy of feedback on
classroom observation and adequacy of feedback on instructional supervision in the
aspect of dialogue and discussion in post-instructional supervision. Proponents of
instructional supervision consider post-conference in which feedback is given in
supervision as an instructional dialogue. The idea of providing feedback after
supervision is considered significant as it solely involves both parties sharing what was
observed and experienced during supervision.
to teachers’ job performance evaluation
Reflections/ Insights:

There is a saying that, “Experience is the best teacher.” According to Lamia

(2019), experience is important for everybody in order to gain knowledge. By
experience also, we encounter failure which can help us to mold our self into a better
person. Teachers, including the experiences with their students in teaching –learning
process such as in group discussion, active engagements or interactive teaching, would
improve the outcome of students learning and widen the learning scope of the teachers.
This means with the experience that we have in teaching, whether short or long, we can
gain learning from it. Regarding to the issue I read, I learned several information that
 would help me to become an effective educator. The issue was about the difference on
how experienced and novice teacher handle and encounter the instructional supervision
in their school by the principal or supervisors. Freeman (2001) defines novice
teachers as those having less than three years of experience and experienced teachers as
those having five or more years of experience. So the experienced teachers encountered
a lot of critiques from their supervisors that surely I would say, they have received a lot
of comments that would help them to improve personally and professionally. While the
novice teachers have less experienced compared to those more than 5 years of service.
And that is what I learned in this issue. It doesn’t matter how long is your experience in
the world of teaching. The most important matter here is on how you accept the criticism
and appraisal that is given to you by your school head or supervisor. Because there are
some experienced teachers that never been developed their professional and personal
aspect whenever they have evaluated. They don’t even mind what are the constructive
feedbacks that the supervisor written in the evaluation sheet. The only thing in their
mind are the promotion and salary increase. However, compared to the experienced
teachers, some novice ones are very responsible in accepting comments whether positive
or negative. Practically, salary increase does matter. But, we are teachers. It is how
society see us as we are. Teachers are models. We make a big image in the society
where in everyone treat us as a respectful human. So what is the use of promotion and
big salary if you are not well-developed as a persona and as a teacher. Therefore, even if
you are less experienced or experienced, you have to continually accept comments either
negative or positive because that’s where you learn and improve yourself.
References
Al-Naama, Lamia. (2019). Re: "Experience is the best teacher". Retrieved from:
https://www.researchgate.net/post/Experience_is_the_best_teacher/5d72b445
4921ee077e792874/citation/download.
Freeman, D., (2001). Second language teacher education. In R. Carter & D. Nunan
(Eds.). The Cambridge guide to teaching English to speakers of other
languages, Cambridge: Cambridge University Press.
Comighud, S. M. T., Futalan, M. C. Z., & Cordevilla, R. P. (2020). Instructional
Supervision and Performance Evaluation: A Correlation of Factors. Retrieved
fromhttps://www.researchgate.net/publication/341080097_Instructional_Supe
rvision_and_Performance_Evaluation_A_Correlation_of_Factors. Retrieved
in February 2, 2021.
II. Supervision of Instruction in Special Education in Two School in the Philippines
Author: Darlina B. Formoso
Website:https://www.researchgate.net/publication/330663235_Supervision_of_Instruction
_in_Special_Education_in_Two_Schools_in_the_Philippines
Date Issued/published: January 18, 2019
Summary:
Formoso (2019) studied the issue of the difference in the instructional
supervision in SPED from the supervision given to the regular school program. Her
study is based on the premise that the differences in the kind of students being
catered to requires different instructional intervention, thus needing specially trained
teachers and using different assistive technologies. The researcher also described the
supervision of instruction in SPED in selected schools in Pampanga, with the
following specific objectives: to describe the process of SPED supervision in the
SPED centers and to generate an indigenous instructional supervision model which
will serve as basis for the development of strategic initiatives. Primarily, there is a strong
demand for SPED training both for the principals and the SPED coordinators. This
expressed need constitute a big concern that needs to be urgently addressed in order to
deliver effectively the SPED programs. The issue that needs to addressed is the use of
appropriate supervision tolls which at the moment does not justify the current evaluation
ratings of the teachers. This concern greatly affects the morale of the teachers since the
students they handling have different needs and diverse intellectual capacities.
Another sight gained from this study is the need for adequate logistical and
tactical support resources for both the supervisors and the SPED professionals and
institutions which can readily tap for concerns in the management of students as well as
for the effective delivery of SPED services and programs. Although the current state of
the SPED instructional services seemed appropriately effective, there are other issues
and concerns aside from the insights derived from this study that should be addressed.
Based on the findings of the study, for SPED instructional supervision to be effective in
both schools, instructional supervision should have; 1) Expertise in the field of SPED to
be able to give assistance to the teachers.; 2) Competence to guide in the instruction and
curriculum development for SPED children; 3) Innovative attitude to create new
observation tools applicable for SPED; 4) Collaborative skills to facilitate effective
working relations of SPED teachers with fellow professionals.

From this issue, the researcher proposes the CAST Model for SPED Instructional
Supervision. This model highlights the core elements that could determine the outcome
of SPED programs and initiatives. Core elements of the CAST Model for SPED
Instructional Supervision are the following: Competency, Attitude, Structure, and Tools.
Reflections/ Insights:

A special education teacher is someone who works with children and youths who
have a variety of disabilities. Children with special needs require unique instruction by
specially trained professionals to help them achieve their highest potential and strive to
progress beyond their limitations. Hence, the students need a teacher who has long
patience, well-organized, creative in conducting different learning styles, intuitive and
calming in nature. In order to have an efficient and competent SPED teacher,
instructional supervision and evaluation for instruction for teacher must be well-planned
and valid at all times. What I learned here is that, being SPED teacher is not easy as a
regular teacher. According to Morelli (2020), SPED teachers differs
from regular education in two ways. First is that they have Different instructional
methods are used, and. And the second one is that SPED teacher has additional specialists
(specialized teachers, speech therapists, occupational therapists, physical therapists,
aides, social workers, etc.) are involved beyond regular classroom teachers. there is a
need to have an expert in supervising the special teachers in order to produce a very
productive and effective one. Both kinds of teachers are very hard to supervise since they
both have the responsibilities to teach and improve themselves. However, it is more
challenging to SPED teachers to handle such special kids who have special needs. Hence,
they must be open to all criticisms which they think they can learn and improve their
capacity to teach and change the views of the students that they are not different. They
are just special.

References
Morelli, O. A. (2020). Special Education vs. Regular Education. Retrieved from
https://www.gracepointwellness.org/1262-child-development-parenting-
middle-8-11/article/36213-special-education-vs-regular-
education#:~:text=Special%20education%20differs%20from
%20regular,involved%20beyond%20regular%20classroom%20teachers.
Retrieved in February 2, 2021.
Formoso, D. B. (2019). Supervision of Instruction in Special Education in Two School in
the Philippines. Retrieved from
https://www.researchgate.net/publication/330663235_Supervision_of_Instruct
ion_in_Special_Education_in_Two_Schools_in_the_Philippines. Retrieved in
February 2, 2021.
III. Addressing Teacher Professional Development Issues: Supporting Teacher Quality
Author: Gina O. Gonong
Website:https://www.deped.gov.ph/wp-
content/uploads/2018/07/EducSummitAddressingTeacherProfessionalDevelopmentIssues.
Nov2_.pdf
Date Issued/published: 2014
Summary:
The issue was about addressing the teacher professional development. The author
presented different data to further understand the lapses on why this issue arises. The first
data presents the Teacher’s Performance on Content Knowledge (World Bank, 2014).
During the year 2014, the teacher’s performance on content knowledge assessment was
very poor. The data is divided into four (4) subjects namely English, Math, Filipino, and
Science. It presents the teacher’s competent in teaching a specific subject matter. In
elementary level, the subject English got the highest percentage of 70% teachers are not
capable enough to teach English effectively. The following are Math (43%), Filipino
(24%, and Science (17%). Whereas in secondary level, 40% teachers are not efficient
enough to teach English, 30% in Math, 28% in Filipino, and 25% in Science. This means
that most of the teacher is both level of education is not well-equipped to teach one of the
most important and major subject which is English.
The second data presents the different supports that teachers needed in order to be
well-developed one. It shows the percentage of the teachers by the type of additional
support that they most need to improve in classroom teaching. These are; more and better
in-service training, smaller class sizes, more and better teaching materials, more and
better physical facilities, more support from district supervisor, change to class routine,
and more support from principal. A large proportion of teacher felt they needed more in-
service training opportunities. The need for professional training and learning was on top
of the imperatives for teachers. They emphasized the importance of enhancing their
practice.
Gonong (2014) reported 3 issues on teachers’ professional development. Number
one (1) is professional development opportunities that currently offered to teachers are
frequently fail to meet even minimum levels of quality and fall short of what teachers
want and need. Second is systems at the school level to support teachers and identify their
professional development needs are not working well. And lastly, the utilization of
budget allocated for human resource training and development is often low, amounting to
only 57 percent of the budget in 2014.
During the survey, Gonong (2014) asked the teachers on what are the causes why
there are problems on their teaching skills. And they answered these; 1) “Lack of time for
 professional learning (e.g. attending graduate studies) to enhance teaching practice due to
accomplishments of reports and other tasks.”; 2) “Teachers were not fully trained in the
changes of curriculum to meet its requirement. A one-week seminar is not enough.”; 3)
“Not all teachers are given opportunities to attend training seminars especially like us that
are in the far-flung areas.”; 4) “Getting into seminars, etc. is difficult because we are
expected to be at school to teach and guide students at all times. Taking units for MA or
attending training will mean that students will be left unattended as there is no system to
cover for teachers who aren't around for official business.”; 5) “The teacher should attend
seminars and workshops to everyone and be cooperative with the others. It just hard for
me to attend some trainings because of financial problems.”
Reflections/ Insights:

After reading the report of DepEd written by Gonong (2014), I have some
realization in mind that enlightens me as an elementary teacher. One of these is being a
lifelong learner. We all know that being an educator is a commitment of a continuous
learning. Every day, we learn something from our experiences, whether positive or
negative. Attending workshops and seminars can help also teachers grow. Good teachers
become great teachers by going beyond the call of duty and beyond the textbook. To do
this, he or she must continue their education. There are conferences, workshops, and
continuing education that could give the teacher that extra help in technology for their
students. There are online workshops and classes that teachers could attend as well as on-
site workshop and classes.
There are many things that we as educators and future administrators can do to
further our education and increase our ability and the ability of our students. When I
attend workshops, I learn how to improve my skills in the process. We must also
remember that technology is forever and quickly changing. The moment you have
purchased new technology, it has become out of date before you get it home. Therefore,
we must immerse ourselves in what is new and current to better the lives and education of
our students. I have come to realize the importance of good leadership skills and exactly
what that consists of. A good leader shows you what to do rather than telling you what to
do, that is a dictator. Leadership skills include listening, communicating, experience, care
and concern to and for your employees. I am finding that these skills are not only
important for good leadership, but life as well. You must invest in your career, as well as
your personal and educational life. It is important for schools to understand that making a
good investment in your employees will lead them to invest in you.
To conclude, my goal as an educator and an educational leader is to impart a
passion for education within the classroom. I expect to provide an environment that is
encouraging and positive for my students and staff. I hope to provide the skills and tools
necessary for success and foster the talents of each individual. In doing this, I will give
them the confidence to embrace their dreams and make them a reality. Once the students
have moved on, they will remember me as a teacher who was genuinely concerned for
them and their wellbeing. Once I have moved on, my peers will remember me as a
 professional who was eager to help develop the school community and was always eager
to mentor the children.

Reference
Gonong, G. O. (2014). Addressing Teacher Professional Development Issues: Supporting
Teacher Quality. Retrieved from https://www.deped.gov.ph/wp-
content/uploads/2018/07/EducSummitAddressingTeacherProfessionalDevelop
mentIssues.Nov2_.pdf. Retrieved in February 2, 2021.