Name of Reporter : MELVIN G.

MAGISTRADO
Course : Master of Arts in Education
Major in Administration and Supervision
Subject : ED 204- SUPERVISION OF INSTRUCTION
Topic : SuperVision: Who is responsible for Supervision?
Supervision and Moral Purpose
Professor : Judith Bayos Maigue, Ed.D.
Date of Report : April 24, 2022

Who is responsible for Supervision?

 Educators throughout the school system- from the top to the bottom of its organizational
chart can engage in the function and process of supervision.
 Supervision is identical to leadership for the improvement of instruction.
 This definition allows for instructional leadership to be viewed as a function and process
rather than a role or position
Role of Educators:
MARK ZELHACK

- An experienced teacher
- Appointed as a mentor for a beginning teacher
- oriented the new teacher to the school, the curriculum and the new responsibilities
- Visits the new teacher’s classroom on regular basis
- Helps to carry out an instructional improvement plan

MICHELLE CARVER

- A lead teacher
- Released from teaching for three periods a day to help other teachers improve their
instruction
- Conducted professional development programs on cooperative learning and teaching skills
- Provided expert coaching to teachers who are attempting to transfer their new instructional
skills to their classroom

BRIDGET MYERS

- First grade teacher

- Member of a collegial peer coaching triad

- Scheduled to observe two other first grade teachers who are attempting to use some of the
same balanced literacy strategies.

JANE SIMMONS

- School principal

- Initiated a clinical supervision program with a group of volunteer teachers

- Holds a preconference with a teacher to discuss plan for a future lesson.

- Discuss non-judgmental data

 - After observing the class Jane shares the data during a post conference

- Post conference is non-evaluative, helping the teacher to plan improvement goals and
strategies for reaching those goals.

Supervision for Successful School

PREREQUISITES FUNCTION TASK UNIFICATION PRODUCT

S
ORGANIZATIONAL
GOALS
IMPROVE
MENT
STUDENT
LEARNING
TEACHER
NEEDS

 Supervisor must have certain prerequisites:

i. Knowledge

- Supervisors need to understand the exception, what teachers and school can be- in contrast to the
norm- what teachers and schools typically are.

- They also need to understand hoe knowledge of adults and teacher development and alternative
supervisory practices can help break the norm of mediocrity found in typical school/

ii. Interpersonal skills

- - Supervisors must know how their own interpersonal behaviors affect individuals as well as
groups of teachers and the study ranges of interpersonal behaviors that might be used to promote
more positive and change oriented relationships.

iii. Technical skills

- These skills needed in observing, planning, assessing, and evaluating instructional improvement.

- Knowledge, interpersonal skills and technical skills are three complementary aspects of
supervision as a developmental function.

 Supervision as developmental.
 Supervisors have certain educational tasks at their disposal that enable teachers to evaluate and
modify their instruction

 In planning each task, the supervisor needs to plan specific ways of giving teachers a greater sense
of professional power to each student successfully.

 Those supervisory tasks that have such potential to affect teacher development are:
 Direct Assistance – is the provision of personal, ongoing contact with the individual teacher to
observe and assist in classroom instruction.

Group Development – is the gathering together of teachers to make decisions on mutual

instructional concerns.

Professional Development - includes the learning opportunities for faculty provided or

supported by the school and school system.

Curriculum Development– is the revision and modification of the content, plans and materials
of classroom instruction.

Action Research – is the systematic study by a faculty of what is happening in the classroom and
school with the aim of improving learning.

Supervision and Moral Purpose

Supervision based on moral purpose begins with the school community asking two broad questions:

1. What type of society do we desire?

- Democratic society in which all members are considered equal.
2. What type of educational environment should supervision promote in order to move toward
the society we desire?
- - Involves creating an educational environment that prepares students to be members of that
democratic society.

Conclusion/Summary
1. Supervision allows for instructional leadership to be viewed as a function and process
rather than a role or position.
2. Supervision is identical to leadership for the improvement of instruction.
3. For the purpose of Instructional improvement, those responsible for supervision must have
certain prerequisites:
- Knowledge of professional development
- Interpersonal skills
- Technical skills (teaching skills)
4. The five Supervisory Tasks for Teacher Development:
- Professional Development
- Direct assistance to teachers
- Curriculum development
- Group Development
- Action Research
5. Supervision based on moral purpose begins with the school community