Instructional Supervision in Teacher Education This Chapter is all about instructional supervision in teacher education for both pre-service and in-service. It explores concepts, principles, practices that relate to supervision for organizational management and for instruction. Some exemplars and tools will be presented. Introduction Teacher Education in the Philippines is described as continuous along the educational system from entry to formal ‘education up to the exit in retirement. It is a lifelong journey. In this continuum, there will be two important milestones which will be focused in this Chapter: the pre-service teacher education (teacher preparation) and the in-service teacher education (continuing professional development). In both milestones the Need of instructional supervision is paramount and necessary. While instructional supervision has been closely linked to in-service education, with the demand for quality education, even at pre-service, future teachers should be trained, nurtured and developed through experiences that will be replicated in the future job or workplace. There is a need to provide instructional supervision that is supportive, collegial, and dynamic. It is a handholding of a novice or neophyte teacher by a more mature professional. Thus following the Teacher Education Development Map, the pre-service teacher education must have an early immersion in instructional supervision experiences before they are employed into the workplace (in-service). The Teacher Education and Development Program (TEDP) map provides the Philippines a ‘common framework for teacher development and quality. (Joint While instruct ‘supervision has been closely linked to in-sen education, with demand for qu ‘education, ever at preservice, future teachers should be train furtured and developed thro experiences the wl be repcat inthe fature job workplace,82 Becoming o 21* Century Educational Leoder adoption of CSC, DepEd, PRC, TEC, 2007). Figure 9 below shows where instructional supervision is learned and utilized for teaching at the pre-service and practiced for professional development in the in-service. ‘The Teacher Education and Development Map ire 9: The Teacher Education and Development Map ‘Source: DepEd Experiential Learning Courses Handbook, 2009 Instructional Supervision in the Pre-service Teacher Education Teacher education program map is highlighted in the pre- service teacher education preparation. In the Philippines, there are about half a million college students who are enrolled to become teachers in more than 1,207 teacher training institutions in the country. Teacher education degree courses end with 2 practicum or practice teaching as a ultimate phase of teacher preparation. Accordingly as the NCATE, 2010, said: “We must place practice at the center of the teaching profession. Because teaching is a profession of practice, teacher preparation should give premium for ex ers to mentor a mati iin the real world of work. Clinically based approach in teacher education will give aspiring teachers the opportunity to integrate theory with practice long before they will be on the job. The continuum in teacher development requires a parallel continuum of field experiences through clinically-based teacher preparation, so that novice teachers will be prepared to be in the 21* century classrooms. ClinicalCChosier 7: Instuctionol Supervision in Teacher Education Clinical Supervision in Pre-service Teacher Preparation Clinical supervision is a goal-oriented, deliberate intervention in the instructional process. It is a face-to-face professional working relationship between the instructional supervisor and the future teacher. Although systematic, it provides flexibility and allows change of methodology. Its purpose is to create a learning climate in which practice teachers can attain the skills in teaching and to help beginning teachers to succeed. Goldhammer and Cogan (1960) who first practiced clinical supervision borrowed the term from medical profession where it was used for decades to perfect the specialized knowledge and skills of practitioners. In education, it is used by mentor teachers, instructional leaders, Peer coaches who provide assistance and new perspectives to improve teaching. There are several variations of clinical supervision as presented by Pajak in 2000. These are described below. Models of Clinical Supervision * Original Clinical Model - The original model proposed by Goldhammer and Cogan is a blend of empirical, behavioral, phenomenological, and developmental perspectives. This approach emphasizes collegiality, cooperation and development of new teaching styles. © Artistic/Humanistic Model - Eisner and Blumberg based their perspectives on aesthetic and existential principles. It did not follow a step-by-step procedure, instead emphasized intuition, artistry and idiosyncrasy. Supervisors are encouraged to help teachers understand the artistic and expressive richness of teaching, ‘+ Technical/Didactic Model - This model utilizes the findings, from the process-product and effective teaching results. Proposed by Acheson and Gall with Hunter, it emphasizes on téchniques of observation and feedback that reinforce certain effective behaviors or predetermined models of teaching. + DevelopmentaliReflective Model - The model of Glickman, Costa provides emphasis on individual differences, social, organizational, political and cultural contexts of teaching. Supervisors are called upon to encourage future teachers to do reflection, foster growth and promote justice and equity. 83Becoming 0 21* Celury Educational Leader The National Research Council (2010) identified clinical preparation as one of the three aspects of teacher preparation that produces positive outcomes. Along with it are content knowledge and quality of faculty in teacher education programs. To prepare effective teachers of the 21* century classroom, teacher education must move away from a standard which emphasizes only the academic preparation towards fully grounded clinical practice which is interwoven with academic content and professional courses. To achieve this, teacher education institutions must work in close partnership with basic education schoo! order to provide relevant classroom experiences, work closely with colleagues, students and community. There is a call for clinically-based preparation of teachers that integrates content, pedagogy and professional coursework around the core clinical experiences. Pre-service teachers need more than technical skills. They need to understand and make Judgment for students to learn. They need to have opportunities to reflect and think on what they do, make decisions, integrate their content knowledge and pedagogical knowledge in what they do. In clinically-based teacher preparation, laboratory experiences and school-embedded learning and coursework are interwoven Future teachers have to teach leamners coming from diverse background in order to achieve the same expected outcomes. Because of this, today’s classrooms need teachers who are adept in curricula, understand the school community, apply their pedagogical knowledge and effectively engage students in learning. In order to design a clinically-based teacher preparation, the following key principles (Blue Ribbon Panel Report, 2010) are forwarded: 1. The focus of clinical preparation should be student learning. 2. Clinical preparation is integrated throughout every facet of teacher education in a dynamic way, Technology, pedagogy and content knowledge are woven around the teacher preparation. 3. Apre-service teacher's progress and the elements of a preparation program are continuously assessed on the basis of outcomes data. . Programs prepare teachers who are expert inCChople 7: InsuetionolSuperision in Teacher Education ee _ emmenemrn |amirbe tio reriat Wen Or nena 85 content and methodology and are also innovators, collaborators and problem solvers. 5. Pre-service teachers learn in an interactive Professional community. Future teachers must develop culture of collaboration with their peers and mentors in clinical supervision. 6. Clinical educators are rigorously selected from both higher education and basic education of K to 12 sector. Faculty supervisors and cooperating teachers ‘or mentors should be certified, effective practitioners themselves, role models in the teaching profession, skilled in differentiating instruction and should be accountable for the pre-service teacher and student leaming outcomes. 7. Specific schools are designated as sites to support clinical preparation. 8. Technology applications foster high-impact preparation. The use of technology in clinical supervision should be utilized by both the supervisor and the student teachers for productivity, student learning and collaboration. 9. Strategic partnerships are imperative for powerful clinical preparation. Recognizing that no one can do the job of developing future teachers alone, partners like the teacher training institutions and the basic education school must define a common work in the program development and implementation for which they are responsible, accountable and has authority over. 10. Clinical preparation follows the clinical supervision cycle. The cycle should be the guide to be followed by both the supervisor and the student teacher. In the Philippines, clinical preparation is embedded in the ‘subject Practice Teaching or Student Teaching. Student teachers are usually supervised by two personnel, the faculty supervisor and the mentor teacher or the cooperating teacher.Becoming a 21* Century Edvetional Leader (emer) Figure 10: Clinical Supervision Cycle ‘As adopted from the different clinical supervision models, the clinical supervision cycle follows four basic steps and the fourth is taking action on the results of the post-observation conference. 1. The Pre-observation Conference ‘The purposes of the pre-observation conference are: a. Obtain information as to the student teacher's intentions or purposes (outcomes of the lesson, subject matter, teaching strategies, evaluation of student learning). . Establish specific plans for carrying out the lesson by the student teacher. . Establish an agreement between the instructional leader and the student teacher on the aspects feedback that will be emphasized. Pre-observation conferences should be done in a friendly manner. 2. The Observation This an actual observation of what transpires in a period of time as the actual teaching. The purposes are:CChople 7: Insucional Superisionn Teacher Education See hee a. View the actual teaching-learning as planned in the pre-observation conference. b. Record observations gathered through a random scan or systematic observation and collecting and recording data. Some of the points to closely observe include: 1. Motivation 2. Cuing and reinforcement 3. Classroom management 4. Communication skills 5. Questioning 6, Mastery of Content/Subject Matter 7. Class interaction 8. Assessment of Learning 9. Learner's Behavior 10. Overall lesson implementation 3. The Post-Observation Conference This is face-to-face interaction between the supervisor and the student teacher for the following purposes: a. Provide feedback as basis for the improvement of teaching-learning b. Engage student teachers to comment on the observations made, ¢. Find solutions for the observations that need improvement. d. Celebrate the success of the student teacher by __=siving encouraging remarks. 4. Roiecicn / This last Step provides the practice teacher to write a Learning Journal which will be guided by the following reflective questions: 1. What | have learned today? 2. What else do | need to learn? 3. If do a similar lesson, how will | improve it? This step will also provide opportunity for the student teacher to plan for the next lesson 87Becoming a 21" Century Educational Leader or activity based on the results of the post- ‘observation conference. Clinical supervision in their last year of undergraduate academic year, prepares future teaches to be ready to take on the task when they begin as novice teachers. Pre-service clinical instruction will enormously facilitate complex job of leading instructional change for quality learning. Instructional Supervision in the In-Service Teacher Education As introduced in the previous Chapter, instructional leadership is incumbent upon school heads and classroom teachers. Considering the two clusters of professionals in the public education system, there are around 44,592 School Heads in both elementary and secondary schools. Among the teachers, 44,038 are Master Teachers and 591,103 are Classroom Teachers (DBM, GMIS, 2015) Thus, this section will address a total of 679,733 public school heads, master teachers and classroom teachers who are all involved in instructional supervision and instructional leadership. According to Glickman in 1990, “Supervision is the glue that holds a successful school together... a process by which some person or group of people is responsible for providing a link between individual teacher needs and organizational goals that individuals within the school can work in harmony toward their vision of what the schoo! should be.” With the emergence of the new national curriculum (K to 12), ASEAN integration and global educational reforms, there is an absolute need to revisit instructional supervision concepts that are applicable to these reforms. As a vehicle for professionalism of school heads and teachers, through collaboration and collegiality, instructional supervision will ultimately improve learning outcomes. and quality learning in schools. It will enhance the empowerment of teachers and transformational leadership. The figure on the succeeding page shows the general cycle of Instructional Supervision as a process and a product which will serve as guide in this Chapter. Figure11 Source: Duties Bas by BESI of instru profess: teaching Spe supervi correspr AREAS,Chapter 7: Insuctionol Supervision in Teacher Education INSTRUCTIONAL SUPERVISION, PROFESSIONAL DEVELOPMENT AND TEACHER EVALUATION Figure11: Instructional Supervision, Professional Development and Teacher Evaluation 5 Source: DepEd, Instructional Supervision Handbook, 2010 ’s and Responsibilities of Instructional Supervisors Based on the Instructional Supervision Handbook developed by BESRA for the Department of Education, the primary function of instructional supervisors is to provide support for teachers’ professional growth and development in the improvement of teaching and leaming and learning outcomes. Specifically, there are four areas where the instructional supervisor can provide support to the teachers which correspondingly identify their duties and responsibilities. AREAS OF INSTRUCTIONAL SUPPORT BY SUPERVISORS A. Instructional Support for Teacher Effectiveness and Efficiency, Duties and responsibilities of a Supervisor 1. Assumes leadership and supervises teachers ‘on the improvement of teaching-learning process of instructional programs. 2. Motivates and supports teachers to attain peak performance. 8990 Becoming 0 21" Century Educational Leader 3. Assists teachers in identifying strengths and growth areas through monitoring and evaluation. 4, Provides professional, technical and instructional assistance to teachers and school heads. 5. Provides the department programs and projects to improve teaching and learning. 6. Promotes the efficiency of teaching and learning in all classes through observation. + 7. Evaluates performance of teachers. B. Teacher Capability Building Duties and responsibilit 4. Organizes seminars, workshops and other in- service training programs. 2. Conducts seminars, workshops and other professional development programs. 3. Serves as consultant or resource persons in various teacher professional development activities. 4, Initiates action research designed to improve instruction and academic performance. 5. Conducts action research designed to improve teaching and learning. s of a supervisor . Curriculum Enhancement Duties and responsibilities of a supervisor 1. Implements, monitors, supervises and assesses the school curriculum to assure higher learning outcomes. 2, Evaluates learning outcomes vis-a-vis the curriculum, 3. Recommends changes in policies affecting curriculum and instruction. 4, Localizes/ indigenizes the implemented curriculum. * 5. Develops and promotes innovative and gseavgseeCChopier 7: Insructional Supervision in Teacher Eduction ie eS eS effective teaching-learning approaches, strategies and techniques. 6. Implements innovative and alternative delivery of teaching and learning. 7. Acts as consultant in publication. D. Assessment of Learning Outcomes Duties and responsibilities of a supervisor 4. Undertakes regular evaluation of learners’ achievement as basis for teachers’ professional development programs. 2, Ensures the use of a wide range of assessment processes and tools. 3. Evaluates learning outcomes vis-a vis the curriculum. 4, Assist teachers in identifying strengths and growth areas through monitoring and ‘observation. These duties and responsibilities are anchored on standards and sound principles for instructional supervision. Standards/Principles for Instructional Supervision for Schoo! Heads and Teachers ‘As a developmental process, instructional leaders, both the supervisor and the supervisee should be guided by the following standards and principles. 4. Democratic Supervision- From the autocratic and authoritarian inspectorial supervision, the shift is towards participatory and supportive practices. 2. Collegiality and Collaboration This principle does not reduce the authority of the school heads over the teachers. It is simply bringing all at the same level of playing field when discussing about instruction, learning and teaching. It is sharing of ideas in the solution of education problems ‘that concern the whole school community. 3. Professional Development and Teacher Support. Making recognition that instructional supervision is towards professional development of teachers through support and technical assistance. a92 Becoming 0 21* Century Edveationl Leader 4. Ethical Teaching-There should a recognition that teaching is bound by universal ethical standards but are influenced by local cultural beliefs and values of the community, 5. RR tecneestin’- Every teacher, as well as ‘school head, should provide opportunities for each other to inquire and reflect as problem solvers. 6. Diversity of Teachers and Leamers- “Similar but different.” This is the tenet of this principle. While all of the teachers are\looked upon as having the similar job descriptions, they vary, however, in their delivery styles, context, and aspirations. Also, learning has a wide range of diversity that the “one size fits all” approach can never be effective or useful. 7. Clinical Supervision- One of the most popular processes of instructional supervision is clinical approach. The cyclical process has been found to be effective even among pre- service teachers. 8. Formative Teacher Evaluation- As a support mechanism, formative teacher evaluation should be given importance 9. Curriculum Supervision- At the heart of the instructional supervision is the curriculum. The elements of curriculum which are planning, implementing and evaluating should be considered as important facets of supervision. 10. Teacher Action Research- Every teacher is an action researcher. Teaching should be informed by the empirical data that are results of practice and likewise, teaching Practice should generate new knowledge that will improve leaming, Differentiated Models of Instructional Supervision Based on the principles and standards for the different professional needs of teachers as well as the outcomes to be achieved, instructional supervision should vary, There is no “one- size fits all” kind of model. Differentiated supervision models as developed by ‘Glickman, Gordon and Ross-Gordon in 1998 are framed so that novice, developing or experienced teachers are guided according to their needs. As a democratic enterprise, instructional supervision models permit for varying degrees of guidance and ownership.1. CChopler 7: Insucional Supervision in Teacher Education Directive Supervision Teachers who are inexperienced or novice, or those who stayed long in service but are experiencing difficulties may need the first model. In directive approach the outcomes are assigned by the supervisors. It is more structured. The supervisors present, direct, demonstrate, standardize and reinforce the task which is intended to be done. They determine the most effective way to improve instruction by making clear standards and showing teachers how to achieve this. This model implies that the supervisor is more knowledgeable about teaching and that the decision made is far better than that of the teacher. The supervisors assume the responsibility for the outcome of supervision. Collaborative Supervision In this model, the supervisor and the teacher negotiate the plan of action. Neither the teacher nor the supervisor has a final plan, but both must have a mutually agreed plan which is carried out jointly. This promotes cooperation and collegial learning where the supervisor and the teacher learn from each other. Co-ownership of the outcome is seen in a collaborative supervision. Some practices end up with a contract. Non-Directive Supervision or Self-directive supervision Most appropriate for advanced and independent self- directed teachers who clearly have greater knowledge and understanding of what they want to do. The supervisor's role is to provide technical resources, motivate and assist in the. attainment of the plan. It is the teacher who determines the need for change, after a thorough self- analysis to find a solution General Supervisory Plan Procedure: An Example Jo illustrate how a supervisory plan is executed, the description shows that there are four steps in any of the three models. Step 1 -Start Up ‘Supervision begins with a clear purpose outcome, or target. Information taken from results of teacher needs 93,el ISAO ANT A A AR ON LU ARR ne eI POF». Becoming 0 21* Century Educational Leader assessment and individual plan for professional development or from the department’ directives are the bases upon which the purpose is-established. It also clarifies if the purpose of the Supervision is (a) diagnostic or formative, (b) support intervention, or (c) celebration visit. For the Start Up visit, a request for approval should be secured from the appropriate school authority and the teacher should be informed officially. Step 2- Build Up After clarifying the outcome at the Start-Up Phase, supervisory activities are determined. Is it on-site (in school or classroom) or Or Off-site (if the support will be on-line or distance delivery mode). Here, the process has three sub- phases: 4. Pre-conference ( Instructional Supervisor, School Head and Supervise meet) 2. Actual Support Interventions (implementation of the Support Interventions as planned with continuous monitoring and feed backing) Demonstration Mentoring Coaching Study Group Learning Action Cell Job-Embedded Learning Walkthrough |. Action Research Others 3. Post Conference ( Supervisor and Supervise meet for final evaluation of the results). Step 3: Closure This is a closure for a particular supervisory support activity in the Build-Up phase which is a temporary pause in the continuous whole process of supervision. Closure is where formal evaluation report is made through an exit conference which is attended by the supervisor and the supervise plus all other persons like the master teachers and peers who have contributed in the implementation of the intervention. This phase gives recognition to each rzase@a9o9‘Chopter 7; Instructional Supenision in Teacher Eduction 95 Participant for the contribution in the implementation. Sharing of experiences and harvesting of good practice is made here. A simple celebration maybe held to honor the supervisee by giving Certificate of Completion or simply a tea party. Step 4: Move On Moving on becomes a sequel of the closure. This includes an informal conversation among teachers during a learning action cell session. The supervisee may become now the lead facilitator to plan for the next Supervisory Plan. This process will build a Professional Learning Community. Supervisor and Teacher Actions in the Three Models Using Clinical Supervision The three models are exemplified in the clinical design of supervision which include three cyclical steps of pre-observation, observation’ intervention and post observation. For novice teachers and those who are having some difficulties in teaching, a direct supervision maybe needed. It is more instructive and informational. There is little room for transaction and dialogue, however as instructional leaders, the atmosphere should always be friendly and democratic. Below is an example of how direct supervision is made. Directive Supervision 1 Pre-Supervisory Visit Instructional Supervisor Action Teacher Action | Holds conference with the teacher to | Attends conference with supervisor identity needs. Presents the purpose of supervision. | Agrees on the purpose of supervision Prepares forthe lass visit and Prepares forthe class visit and ‘observation ‘observation of the instructional supervisor. Actual Supervision Instructional Supervisor Action Teacher Action Reviews the appropriate form for ‘Submits the filed up instructional instructonal supervision observation form. Reviews teacher's lesson pian, Submits to the supervisor the day's lesson pian.Becoming o 21 Century Educationl Leader are uti openness. Here is an example. ed that the interactions lean towards collegiality and Collaborative Supervision L__Pre-Supervisory Visit Instructional Supervisor Action Teacher Action Identifies teacher's stengths and needs | informs own strengths and needs. Holds pre-observation conference wit the | Prepares and submits pre-observation teacher form, ‘Agrees on the date ofthe observation | Agrees onthe date of formal x observation Actual Supervision Hold brief conference together Both review the filed up pre-observaton form of the teacher. Observes actal class Holds actual class. | Prepares observation repor togethe ‘Observes the teacher complete lesson | Conducts the lesson withthe je using the appropriate instructional supervisor observing P supervision fom. | Consolidates ll ass observation forthe [m post-observaton conference He Review teacher's portiolioto validate | Submits portiolio for review of Bo observation, supenisor. ec W._Post-Observation Supervision th Instructional Supervisor Action Teacher Action n0m>r roa TEACHER SUPPORT © MUTUALTIRUST © ACCOUNTABILITY INSTRUCTIONAL LEADERS SUPERVISION If every school develops a Professional Learning Community (PLC) composed of community of learners who collaboratively bring about a conducive school environment learning outcomes - will be enhanced. When transformative leaders and teachers will be more inspired to contribute to democratic supervision then quality education will never be a dream. Synopsis Chapter 7 captures instructional supervision as an important element in both pre-service and in-service teacher education. Nurturing teachers during their preparation years up to the:time they are employed in their jobs, require instructional supervision. The science and art of teaching is in the heart of the profession, thus the strongest support is thru instructional supervision. While there are several approaches to instructional ion, the clinical approach has been found to be e in both teacher preparation and continuing professional development. The clinical supervision cycle that begins with pre- observation, observation and post-observation provides a template for the supervisors and the supervisee to move along, in the process of honing teaching skills. A fourth component of Reflection has been added to provide space and time for the supervisee orBecoming o 21* Century Educational Leader mentee to think about, review, and feel about the whole process. This component makes teaching more reflective than mechanical. Highlighted in the in-service are several purposes of instructional supervision other than enhancement of teaching. It provides support in teacher evaluation and continuing professional development. The teacher support provided is along instruction, teacher capacity building, curriculum enhancement and assessment of learning outcomes. Along these purposes, emphasis has been made on the principles of democratic supervision, collaboration and collegiality, professional support, ethical teaching among others. These are guidelines in any of the three models of instructional supervision which are directive, collaborative and non-directive. In building the Professional Learning Community through instructional supervision, the common principles are: TEACHER SUPPORT, MUTUAL TRUST and ACCOUNTABILITY. Res of E