COLEGIO DE DAGUPAN

Institute of Graduate Studies

Arellano St., Dagupan City

Master of Arts in Education Major in Educational Management

1st Semester S.Y. 2021-2022

COURSE SYLLABUS IN
MANAGEMENT AND SUPERVISION OF
INSTRUCTION

Prepared by:

ROLANDO D. ACORIBA JR. PhD, EdD, DPM

Professor
 COLEGIO DE DAGUPAN
Institute of Graduate Studies
Arellano St., Dagupan City

MASTER OF ARTS IN EDUCATION MAJOR IN EDUCATIONAL MANAGEMENT

COURSE SYLLABUS
Course Number :
Course Title : Management and Supervision of Instruction
Course Credit :3
Time Duration : 3 hours per week for 18 weeks (54 hours)
Prerequisite : None

I. COURSE DESCRIPTION
One of the primary responsibilities of an administrator is the evaluation of instruction and the development of quality
instructional personnel. This role requires specific skills, dispositions, techniques, and processes and a knowledge base in instructional strategies,
motivational psychology, and learning styles. This course focuses on a holistic approach to collegial supervision and administrative evaluation.
This course Methods, theories and research applying to supervision at all levels of education: analyses made concerning the
work of curriculum directors, general supervisors, particular supervisors, supervising principals, and department heads; study of supervisory
methods, current plans for staff utilization and use of instructional materials; and stress on evaluation of educational programs and the effects of
supervision.

COURSE OBJECTIVES

After the completion of this course, graduate students shall be able to:
 At the end of the term, the student should be able to;

1. Develop a biblically-based worldview as a basis for instructional supervision practices.

2. Facilitate activities that apply principles of effective instruction to improve instructional practices and curricular
materials.
3. Make recommendations regarding designing, implementing, and evaluating a curriculum that fully accommodates
learners’ diverse needs.
4. Use and promote technology and information systems to enrich curriculum and instruction, monitor instructional
practices, and provide staff the assistance needed for improvement.
5. Assist school personnel in understanding and applying best practices for student learning.
6. Apply human development theory, proven learning and motivational theories, and concern for diversity to the
learning process.
7. Use appropriate research strategies to promote an environment for improved student achievement.
8. Implement well-planned, context-appropriate professional development programs based on reflective practice and
research on student learning consistent with the school vision and goals.
9. Use observations, collaborative reflection, and adult learning strategies to form comprehensive professional growth
plans with teachers and other school personnel.
10. Develop and implement personal, professional growth plans that reflect a commitment to life-long learning.

II. COURSE OUTLINE

PART ONE: INTRODUCTION
A. SUPERVISION FOR SUCCESSFUL SCHOOLS
1. Supervision: A New Name for a New Paradigm
2. Supervisory Glue as a Metaphor for Success
3. New Roles for Supervisors and Teachers
4. Supervision and Moral Purpose
5. Organization of This Book
6. Reflective Exercise
PART TWO: KNOWLEDGE
B. THE NORM: WHY TRADITIONAL SCHOOLS ARE AS THEY ARE
1. The Work Environment or Culture of Schools: The Legacy of the One-Room Schoolhouse
2. Cultures Within Cultures
3. Looking Deeper: The Newtonian Paradigm and Traditional Schools
4. Reflective Exercise

C. THE DYNAMIC SCHOOL

1. Shared Leadership, Collegiality, and Collaboration A Cause Beyond Oneself
2. Professional Development
3. Positive Learning Climate
4. Authentic Curriculum, Instruction, and Assessment
5. Democracy
6. Inquiry
7. Cultural Responsiveness
8. Partnerships and Networks
9. Beyond Newtonianism: The Quantum Paradigm and Dynamic Schools
10. Closing Question
11. Reflective Exercise

D. ADULT AND TEACHER DEVELOPMENT WITHIN THE CONTEXT OF THE SCHOOL

1. Adults as Learners
2. Adult and Teacher Development
3. Development: Ebb and Flow
4. Reflective Exercise

E. REFLECTIONS ON EDUCATIONAL BELIEFS, TEACHING, AND SUPERVISION

1. Beliefs, Goals, and Effective Teaching
2. Beliefs About Education
3. Supervisory Beliefs
4. Supervisory Platform as Related to Educational Philosophy
5. Checking Your Own Supervisory Beliefs
 6. What Does Your Belief Mean in Terms of Supervisor and Teacher Responsibility?
7. Educational Philosophy, Teachers, Supervisors, and Supervisory Approach
8. Where You Stand Depends on Where You Sit: Effects of Culture on Beliefs
9. Reflective Exercise
PART THREE: INTERPERSONAL SKILLS
F. SUPERVISORY BEHAVIOR CONTINUUM: KNOW THYSELF
1. Outcomes of Conference
2. Valid Assessment of Self
3. Cognitive Dissonance
4. Comparing Self-Perceptions with Others Perceptions
5. Comparing Self-Perceptions to Recorded Behaviors
6. 360-Degree Feedback
7. Reflective Exercise

G. DIRECTIVE CONTROL BEHAVIORS

1. Characteristics of Teachers Best Matched with Directive Control Behaviors
2. Directive Control Sequence of Behaviors
3. A History of Overreliance on Control
4. Issues in Directive Control
5. When to Use Directive Control Behaviors
6. Moving from Directive Control Toward Directive Informational Behaviors
7. Reflective Exercise

H. DIRECTIVE INFORMATIONAL BEHAVIORS

1. Characteristics of Teachers Best Matched with Directive Informational Behaviors
2. Directive Informational Sequence of Behaviors
3. Comparing Directive Control and Directive Informational Statements
4. Issues in the Directive Informational Approach
5. When to Use Directive Informational Behaviors
6. Moving from Directive Informational Toward Collaborative Behaviors
7. Reflective Exercise
 I. COLLABORATIVE BEHAVIORS
1. Characteristics of Teachers Best Matched with Collaborative Behaviors
2. Collaborative Sequence of Behaviors
3. Issues in Collaborative Supervision
4. When to Use Collaborative Behaviors
5. Moving from Collaborative Toward Nondirective Behaviors
6. Reflective Exercise

J. NONDIRECTIVE BEHAVIORS
1. Characteristics of Teachers Best Matched with Nondirective Behaviors
2. Nondirective Sequence of Behaviors
3. Initiating Nondirective Supervision
4. Nondirective, Not Laissez-Faire, Supervision
5. Issues with Nondirective Supervision
6. When to Use Nondirective Behaviors
7. Reflective Exercise

K. DEVELOPMENTAL SUPERVISION
1. Phase 1: Choosing the Best Approach
2. Phase 2: Applying the Chosen Approach
3. Phase 3: Fostering Teacher Development
4. Not Algorithms, but Guideposts for Decisions
5. Case Studies in Developmental Supervision
6. Reflective Exercise
PART FOUR: TECHNICAL SKILLS
L. OBSERVING SKILLS
1. Quantitative Observations
2. Qualitative Observations
3. Tailored Observation Systems
4. Schoolwide Classroom Observation
 5. Review of Types and Purposes of Observation
6. Trends and Cautions Regarding Observation
7. Reflective Exercise

M. ASSESSING AND PLANNING SKILLS

1. Personal Improvement
2. Instructional Improvement Within the Organization
3. Ways of Assessing Need
4. Analyzing Organizational Needs
5. Planning
6. Reflective Exercise

N. IMPLEMENTATION AND EVALUATION SKILLS

1. Stages of Implementation
2. Factors that Affect Implementation
3. Implementation at the Individual Level
4. Evaluation of Instructional Improvement Efforts
5. Two Types of Program Evaluation: Formative and Summative
6. Program Evaluation and Teacher Empowerment
7. Reflective Exercise
PART FIVE: TECHNICAL TASKS OF SUPERVISION
O. DIRECT ASSISTANCE TO TEACHERS
1. Clinical Supervision
2. The Relationship of Clinical Supervision with Other Processes
3. Peer Coaching
4. Mentoring
5. Using Direct Assistance to Improve Classroom Culture
6. Reflective Exercise

P. EVALUATION OF TEACHING
1. The New Wave of Evaluation Systems: From the Frying Pan to the Fire?
 2. Summative and Formative Evaluation
3. Suggestions for Summative Evaluation
4. Suggestions for Formative Evaluation
5. Beyond Evaluation of Individual Teaching
6. Reflective Exercise

Q. GROUP DEVELOPMENT
1. Stages of Group Development
2. Characteristics of Effective Groups
3. Group Member Roles
4. Applying Developmental Supervision to Groups
5. Resolving Conflict
6. Preparing for Group Meetings
7. Reflective Exercise

R. PROFESSIONAL DEVELOPMENT
1. Characteristics of Successful Professional Development Programs
2. Integrating Schoolwide, Group, and Individual Professional Development
3. Alternative Professional Development Formats
4. Stages of Professional Development
5. Evaluating Professional Development
6. Teachers as Objects or Agents in Professional Development
7. Reflective Exercise

S. CURRICULUM DEVELOPMENT
1. Legislated Learning
2. Curriculum Development as a Vehicle for Enhancing Collective Thinking About Instruction
3. The Curriculum and Cultural Diversity
4. Curriculum Mapping and Remapping
5. Developing Curriculum Units: Understanding by Design
6. Reflective Exercise
 T. ACTION RESEARCH: THE SCHOOL AS THE CENTER OF INQUIRY
1. How Is Action Research Conducted?
2. Characteristics of Successful Action Research
3. Expanding Boundaries: Alternative Approaches to Action Research
4. Shared Governance for Action Research
5. Suggestions for Assisting Action Research
6. Reflective Exercise
PART SIX: CULTURAL TASKS OF SUPERVISION
U. FACILITATING CHANGE
1. Chaos Theory
2. Postmodern Theory
3. Education Change Theory
4. Making Connections
5. Changing the Conditions of Teaching
6. Reflective Exercise

1. Addressing Diversity
2. Achievement Gaps Among Economic, Racial, and Ethnic Groups
3. Gender Equity
4. Equity for Sexual and Gender Minorities
5. Equity for Students with Disabilities
6. Overarching Patterns
7. Connecting the Technical Tasks of Supervision to Cultural Responsiveness
8. Reflective Exercise

V. BUILDING COMMUNITY
1. Democratic Community
2. Moral Community*
3. Professional Learning Community
4. Community of Inquiry
 5. Engagement with the Larger Community
6. Five Attributes, One Community
7. Conclusion
8. Reflective Exercise

III. METHODOLOGIES

A. Lecture Method (Virtual)

B. Reportorial Method (Virtual)
C. Individual and Group Case Analysis

IV. COURSE REQUIREMENTS

A. Reflection Paper
B. Personal Development Plan (APA Format)
C. Group and Individual Case Analysis
D. Midterm Exam
E. Final Exam

V. ASSESSMENT

Quizzes 40% (4)

Individual Case Analysis, Personal Dev’t. Plan and Reflection Paper 20% (3)
Group Case Analysis 20% (2)
Midterm and Final Exam 20% (1)
TOTAL 100%

VI. REFERENCES
CARL D. GLICKMAN et al., Supervision and Instructional Leadership 10th Edition., Pearson Educacion