SUPERVISION AND QUALITY CONTROL IN SCIENCE

EDUCATION (SED 558) | ASSIGNMENT

DEPARTMENT : PHYSICAL SCIENCE EDUCATION
PROGRAM: STATISTICS EDUCATION
ID NUMBER: STE/16U/5583

Q: 1. Discuss the major faces of supervision in primary and secondary school.

2. Discuss the major theories and techniques that were associated with quality control in
education.
3. Discuss the major effectiveness of teaching and interpersonal relationship in the school.

ANSWERS
Question 1:
Faces or Types of school supervision
Jaiyoba (2006) in Eziuzo (2016) identified two major types of school supervision namely:
Internal Supervision
External Supervision
Internal Supervision: this is a form of supervision which employs internal staff members of
a school to provide supervisory service to staff within the same school. This form of
supervision is usually a routine daily administrative effort toward ensuring that teaching and
non-teaching staff of school live up to expectation daily by performing their duties most
effectively and efficiently. It is more often than not carried out by the principal, vice
principals, heads of departments, and other senior and experienced teachers designated by the
principal to do so by way of mentoring.
External Supervision: this is a form of supervision carried out by officials of the
inspectorate division of ministry of education whether at Federal, State or Local government
levels. As the name implies (“external”), these officials are not resident in the school unlike
in internal supervision. They provide routine inspectorate supervisory services to school
through regular school visitation. Those saddled with this responsibility include: Chief
Inspectors of Education, Deputy Inspectors of Education, Zonal Inspectors of Education
among others.
Kinds/Types/Classification of Eternal Supervision
Full Inspection: Full inspection is a form of supervision where a team of inspectors arrive a
school to inspect it in its entirety (Adeniji, 2009). It is the supervision of every aspect of the
school life. This include the teaching staff, non-teaching staff, subjects taught in school,
school records, equipment, school plant, and overall organization of the school, etc. This is
carried out to know the level of of school performance in the area of curriculum
implementation (Eziuzo, 2016). The principal is usually adequately informed in advance
before the visit. Egbebi and Harbau (2019) outlined aspects of concerns during full inspection
to include:
i. The school physical facilities and equipment for teachers and students’ use to
determine their adequacy or inadequacy and whether or not they are in good shape or
condition.
ii. Look at students’ works to determine their standard.
iii. Inspect the teaching of some teachers to ascertain the quality of instructions.
iv. Look at the school record books to see whether or not they are being properly kept.
v. Look at staff strength to determine its adequacy or inadequacy.
vi. Evaluate the general administration of the school.
After the exercise which in some cases last for one week, the inspectors write a full report of
the inspection, which will later be discussed with the principal. At the end of the exercise
inspectors take time to address teacher emphasizing their strengths and weaknesses as well as
key areas of urgent administrative intervention. Egbebi and Harbau (2019) observed that the
interval of full inspections is about every 3 to 5 years.
Routine Inspection: this is a brief visit at specific intervals with the motive of familiarizing
the inspectors with the day to day affairs of the school. In this kind of supervision the
supervisor does not write any formal report, it merely for sight-seeing but brief verbal
comments could be on staff situation, record of attendance of staff and students, other school
records, physical facilities like library, laboratory, technical workshop among others are
usually inspected.
Follow-Up Inspection: Eziuzo (2016) observed that, this type of supervision is carried out to
assess the actions taken on the recommendations and suggestions made in the supervisor(s)
report during the full inspection exercise. This type of inspection focuses on ascertaining the
effect of the previous recommendations on the school, whether its implementation is yielding
positive results. In this type of visit the inspector checks for level of compliance by teacher to
the previous recommendations and give further suggestions for improvement as the case may
be.
Partial Inspection: this form of inspection is limited in scope. It is not comprehensive like
the full inspection. This implies that it does not involve all aspects of the school as well, it
does not make use of a team of inspectors. It can be a walk in to the school by any
educational official like commissioner for education, Chairman of State Universal Basic
Education Board (SUBEB), Local government education secretary etc.
Sample Inspection Visit: this type of inspection, the principals is not usually informed the
inspector just randomly samples some school to visit at a specific point in time to check
schools’ compliance to standards and ministry’s rules and regulations. According to Egbebi
and Harbau (2019) during this visit, the note of lesson of teachers are checked including
scheme of work and other school records in terms of adequacy of preparation. It is also aimed
at checking whether students are given enough written work, whether assignments and test
are marked or not, whether corrections done by learners are properly checked by the teacher
before the next lesson.

Certificate Inspection: Eziuzo (2016) maintains that this type of inspection is meant for
teachers that are to be upgraded for one reason or the other. And that it is useful for
confirmation of appointment at the end of the teachers’ probation period, which is usually
two years from the date of first appointment.

Special Investigation Visit: Egbebi and Harbau (2019) opine that this of inspection is usually
carried out following report of professional misconduct bordering on disciplinary, financial or
educational problems. Take for instance the case little Precious that became famous for being
flogged by a teacher for not paying illegal fees in Edo state, the his Excellency- the governor
of the state set up a special investigation visit to the school for details to ascertain whether
the head teachers was collecting illegal fees or not. Members of such investigation are
appointed by the minister or the commissioner for education.

Question 2 :
Quality Control (QC) is a process undertaken to ensure that the standards and goals of an
operation are both realistic and being met. In education, quality control is an important issue,
as parents, students, and educators want to ensure that all students receive adequate training
for the future. There are many methods of quality control in education, including
standardized testing, teaching review, and training.
Education quality control usually begins with the formation of school standards. These may
be institution, district, state, or national guidelines that determine what a student should know
by the end of each grade. For instance, a quality control standard might require all students to
have taken and passed geometry by the tenth grade. Quality control standards also lay out
guidelines for the education requirements for teachers, such as possession of a valid teaching
credential. Once school standards are set, the overseeing board can implement a cycle of
investigation, policy changes and additions, and implementation that ensures that a school
meets its standards.
Grade.
One method of quality control in education is standardized testing. Students in each grade are
given a test that measures their aptitude in required subjects, such as spelling, reading
comprehension, and mathematics. These tests are often administered by a third party
company and do not constitute part of the regular grading process. Standardized tests let
school authorities know the level of student education as compared to the existing standard. If
an age group or grade is struggling in a particular area of the test, measures may be
implemented to improve classes in that area.
Teacher review is another important method of QC in education. In many regions, teachers
are periodically observed by quality control experts, colleagues, or school management in
order to assess their success at meeting quality standards. In determining a teacher’s
performance, observers may interview students, examine recent grades given, and judge
whether the methods used in the classroom are truly adding to education. Using many
different tactics to determine teacher performance level is often considered very important;
teachers rated based on standardized testing alone may leave out important areas of learning
that cannot be measured by tests.Online standardized assessments help gauge education
programs. Listening to student, teacher, and parent feedback is sometimes an important part
of quality control in education. Teachers can give a clear picture of how a particular class is
struggling or succeeding, while students are often full of valuable information about how
teachers manage a classroom and how it could be improved. Paying careful attention to
feedback can help create solutions to quality control lapses.
Laws and funded programs are sometimes used to help improve QC in education.
Governmental intervention can sometimes try to bridge a quality lapse that is widespread and
outside of the jurisdiction of a single school or educational system. One example of
government involvement in educational quality control would be a government funded
program that provided free nursery school to help prepare young children for an educational
environment.Quality control in education must be an ongoing process; meeting standards one
year does not guarantee future performance. By creating a continual process of data
gathering, review, and implementation allows school officials to stay on top of quality
assurance from year to year. Relying on a variety of methods also helps guarantee that the
whole picture of a school or school system is being examined.

Question 3:
From the first day of kindergarten to the last day of high school, teachers play a critical
role in helping students develop interpersonal relationships. Whether it’s resolving a conflict
or promoting cooperation, there are endless opportunities to teach students how to interact
with those around them.To ensure that each of your students creates meaningful interpersonal
relationships, here’s what experts say about promoting friendships in the classroom.
Teachers and Student Relationships
The ability to make friends and interact socially is one of the most important life skills that
children develop. Developing interpersonal relationships is so important, in fact, that many
teachers may not realize their role in it. However, Inclusion BC explains that making friends
isn’t necessarily an inherent skill. Asking questions, listening, and being compassionate
towards others are all skills that need to be learned and practiced. To promote the learning of
these skills, teachers must create an inclusive atmosphere that welcomes all students to
interact with one another. Author and education expert Michele Borba adds that social skills
must be refined through trial and error. This means that when students are engaged in social
situations early on, they have more opportunities to develop social confidence and feel a
sense of belonging.
Teachers can also support interpersonal student relationships by identifying the things that
deter friendship development. For example, teacher Laurie Futterman says that with
technology and increased homework loads, students are more likely to stay home when
school is over each day. Families also live farther apart than they used to, which makes it
harder for students to get together. Teachers can ensure that students still have opportunities
to connect with their peers by setting aside social time in the classroom.Redefine Student
Groups Teachers have always used group projects and collaborative activities to encourage
teamwork in the classroom. This remains a positive way to foster interpersonal development,
but new practices and research are driving a fresh approach to this tradition. For example,
teachers traditionally group students by academic skill level or aptitude in a certain subject.
Instead of this approach, however, Geri Coleman Tucker at Understood says that teachers
should group students by interest. If students are involved in musical activities like band and
choir, for example, grouping them together may help foster friendships in an organic way.
Another way to foster relationships is to promote supportive relationships across different
races and cultures in the classroom. Kendra Yoshinaga at NPR Ed explains that according to
a recent study, students were more likely to maintain a cross-racial friendship with the help of
a supportive teacher. Promoting cross-race friendships improves classroom climates in the
short term, but it also has lasting implications for years to come. Recent research from UC
Berkeley’s Greater Good also shows that “cross-race friendships among children can improve
their academic motivations, their feelings about same- vs. cross-race friends, and their social
competence.” Education equality expert Melinda D. Anderson adds that teachers can promote
friendships across races and ethnicities by turning to literature. Choosing books that represent
interracial friendships help students see them as a positive and important aspect of life.girls
Go Beyond the Classroom Supporting interpersonal relationships outside the classroom is
another important way to support the social needs of your students. Spark PE says that after-
school activities help build both social skills and personal confidence. Working with others in
a new environment, such as at a new sport, helps students learn the value of teamwork and to
develop leadership skills. To help students get involved in and benefit from after school
activities, Paula Kluth suggests working with administrators to ensure a wide range of
interests and lifestyles are supported. For example, students may have afternoon
responsibilities at home that prevent them from being able to participate in after-school
activities. Or, some families may not have the funds to support a child’s participation in
sports. Teachers can ensure that all students get involved in social activities by leading free
clubs during recess, lunchtime, or other free periods throughout the day.
Identify and Manage Conflict
One of the best ways to teach social skills is to take advantage of opportunities during real
life situations. KidsMatter writes that when a student is visibly upset with another student, a
teacher can intervene to help them express their emotions in a productive way that helps both
parties learn. This is what’s referred to as self-regulation. The Highly Effective Teacher says
that teaching students how to appropriately express their feelings and understand the
consequences of their actions is key for developing friendships. In turn, strong friendships
lead to more positive attitudes and higher academic achievement.
Author and speaker Signe Whitson explains that it’s also important for teachers to identify
passive aggressive bullying and interpersonal conflict between classmates. She says young
girls experience this more frequently and earlier than boys. Keeping an open dialogue with
students can help them identify when it happens to them, which can help them resolve
conflicts sooner. Additionally, teachers can help students embrace their anger and channel it
positively into “I” statements, rather than seeing anger as always negative. By associating
anger with the ability to resolve conflict and promote friendships, students learn how to build
relationships.
Team Encourage Kindness
Aside from identifying and managing conflict, teachers should also be proactive about
promoting kindness. For example, teaching students how to share with and help others can
make kindness become a habit. Kindness usually leads to more of the same, explains
psychologist and author Eileen Kennedy-Moore. In turn, this often paves way to a friendship
between two children who feel good about interacting with one another.Roots of Action says
that teachers can create a kindness project. In this activity, a classroom records one special
act of kindness every day. Whether it’s hugging someone who seems sad or helping someone
with an assignment, it helps students become more aware of acts of kindness and normalizes
them in the classroom.Other ways to teach kindness include reading stories about kindness
and non-bullying. A list can be found on thebestchildrensbooks.org, a site created by and for
teachers specifically to teach kindness in the classroom. To know if a book sends the right
message, look for those that exemplify kindness in many ways. Sandi Schwartz says that
books which demonstrate kindness at school, in the community and at home are best for
showing how to be kind in all aspects of life.

References
Egbebi, J. O. & Harbau, M. I. (2019). Essentials of educational inspection-supervision and
planning in the era of globalization. Zaria: Dolphin Press.
Adeniji, A. I. (2009). Perspectives in educational management. Lagos: Elegant Publishing
Company Limited.
Okorji, P. N. & Unachukwu, G. O. (2014). Educational administration and management: An
overview. In G. O. Unachukwu & P. N. Okorji (Eds.). Educational management: A skill
building approach. (pp.1-11). Nimo: Rex Charles & Patrick Ltd.
Peretomode, V. F. (2012). Theories of management: Implications for educational
administration. Benin City: Justice Jeco.