ADVANCED ADMIN.

& SUPERVISION
1. The difference between administrative and supervisory functions in the educational
setting are administrative is overseeing the overall performance, it is concerned with
managing different departments, ensuring that goals are achieved while supervisory
functions are supervising processes, which are in charged of a person’s performance or a
group. It is also checking the work of all employees to be able to guide them accordingly
The Administrative Theory is based on the idea of departmentalization which means
there are varieties of activities to be done for achieving the common good of the
organization needed to be identified and classified in to different departments so that the
task can be effectively accomplished. While supervision can be subjected as a subset of
management in that supervisor are generally part of an organizations management
structure.

2. The highlights of the modern concepts and principles of educational administration in the
21st century setting is achieving outcomes that require us to consider what and how we
want our people to learn. We also need to be effective instructional and technological
leaders actively participating in the organizations different activities. Interdependence and
cooperation are the essential characteristics of modern administration and supervision.

3. It is essential for a school head, principal, dean, supervisor to monitor and observe
classes because it is a way of giving technical assistance to the teachers to identify their
best practices as well as their flaws in order to come up with better techniques and
strategies in delivering effective lessons for their learners.
Checklist are efficient and convenient. They are not too demanding of time. Progress
within a huge range of behaviors and skills can be addresses using checklists. However,
checklists can result in missing important information if observations are limited to only
those item on checklist.
During the post conference, Supervisor commends teacher for the strength and
actual teaching and other observed indicators. Then, the supervisor listens to the Teacher
describes what transpired in the actual teaching. The teacher explains teaching actions on
why it was done that way, what instructional difficulty was solved, etc. Next, supervisors
reinforce the actions of the teacher. After that, Supervisors negotiate with the teacher on
other ways of finding solutions for the identified instructional problem and redirected to the
teacher. Afterwards, the teacher proposes the next steps for the continuing improvement of
instructional activities using verified strategies. Then, the Supervisors reinforce the propose
steps of the teacher. The teacher and the Supervisors then set standards for the next
instructional development activity. Finally, the Teacher and Supervisor as well as the
School Principal mutually agree on the next supervisory actions for the professional growth
and development of the teachers.
4. A school cannot exist without test and measurement evaluation of students’
performances primarily because the main function of the supervision is to assess the
learning of the learners and one way of assessing it is through giving of test and evaluation.
With this, it will show the competency of the teacher whether or not she has the mastery of
the lesson delivered to her students. It will be a valid proof that objectives have been
attained.

5.1 Given the current health situation, the enrolment procedures will be modified this school
year such that previous advisers will collect and enter the enrollment and survey data into
the End-of-School-Year Learner Information System except for kindergarten, transferees,
and Balik-Aral enrollees. Thus, parents or enrollees shall submit LESF to their previous
class advisers. In additons, new data shall be collected to this school year to capture
information that will be relevant in assessing the capacity of the basic education system,
and the appropriate targeting of learners, for the continuing delivery of learners, in the
context of constraints and opportunities presented by the physical distancing measures as
a result of the COVID-19 pandemic.
5.2 In order to provide clear guidance to all offices, units, schools, and community learning
centers of the Department of Education, learners and their parents, partners, and
stakeholders, the DepEd developed a Basic Education Learning Continuity Plan, a package
of education preventions that will respond to basic education challenges brought about by
COVID-19. In developing the BE-LCP, DepEd engaged internal and external stakeholders
for inputs in the design of a learning delivery strategy and operational direction that ensures
the health, safety, and well-being of all learners, teachers, and personnel of the
Department.
5.3 Learning Modality refers to a modality where learning takes place between the teacher
and the learners who are geographically remote from each other during instruction. This
modality has three types namely Modular Distance Learning, Online Distance Learning, and
Television/Radio-Based Instruction.
5.4 A Learning Module is an organized collection of content presented together. A learning
odule can support a course goal, a course objective, a subject, a concept, or a
theme.Instructors can set a structured path through the content items using a storyboard or
a set of dependencies.