2122NEAP-1 SUPEReXCELS Class 47

MODULE 12_ASSIGNMENT

JULIE R. GALLETO LORENZO E. MENDOZA EdD, CESO VI

Student Flexible Learning Tutor
 ASSIGNMENT 12: CLINICAL SUPERVISION

As a School Head, honing the teaching skills of our teachers is one of the
significant roles, in order to arrive such, Clinical Supervision is used to
measure our teachers’ skills especially when they are beginning teachers.

STEP 1
CLINICAL SUPERVISION CYCLE:
A. PRE- OBSERVATION CONFERENCE

For the pre-observation conference, I called up for a meeting to

discuss and asked how they are doing in their classes. Upon knowing their
sides , I decided to give them both the clinical supervision since they are new
in the service and they are only 2 teachers I handled in my school both multi-
grade teachers, but I focused more to my newest teacher Daylyn C. Pagobo only
rendering 10 months in the service, since she is new , I told her that she needs
to acquire more knowledge in handling multi-grade learners, and she admitted
it that she really needs more help and happy knowing it that she will be given
technical assistance. I discussed them clearly how well I do it and what are
data I will be needing. Technical assistance on how to craft lesson plan for
multi-grade learners also given during this meeting. We set our agreement for
the second step. the Observation.

B. OBSERVATION

In this step, the Observation, Teacher Daylyn taught her class with
the lesson plan she prepared. I was able to gathered the data needed for
my analysis and to give her feedback on where she needs improvement. I
took a short video of the motivation part it can be watched in YouTube
with the link https://youtu.be/ntuqfD2R0pM and https://youtu.be/WjDbkLDB8mk .
Skills Being Observed: Teacher’s Skills in motivating, presenting and
discussion of the lesson
Modality of providing Continuity in Learning: FACE-TO-FACE CLASSES
Source of Observation Data: Lesson Plan submitted
Actual Observation
Situation Task Action Result

Motivation  Teacher  Participated 100%

 By using set of motivated the by all 10 participation
pictures, pupils by using learners.
teacher was pictures. (multi-grade
able to class
captured the Grades 4,5
learner’s and 6.
interest on
their new
lesson.

 The
 Presentation teacher  The learners  The learners
of the Lesson presented the were so were able to
lesson through attentive. answered
a short story follow -up
with pictures
questions from
the teacher
based on the
short story.
  Learners
 Lesson  The teacher were so  Learners read
Proper distributed eager to the stories.
different short read.
story to
different grade
level.

 The teacher
instructed to
read the short
story silently.

 Teacher give  Learners were

situations and  All learners so
follow up participated participative.
questions actively while
the teacher is
giving more
examples.

 Development  Teacher  Most of the

of the gave more learners  Most of the
Lesson/ situation answered learners
Concept and follow the question answered
from the the question
up
situation. from the
questions situation.

 Generalization  The asked  Most of  Most of

the class the the
what was learners learners
their answered answered
the the
lesson
question generalizat
about for that led to ion
generalizat making question.
ion. generalizatio
n
 B. ANALYSIS AND STRATEGY
Cause and effect Situational Analysis
Subject Area: ESP FOR GRAES 4,5 AND 6.
Modality Used: FACE-TO FACE
Skills being Observed: Strategies /techniques in motivating, presenting, and developing the
lesson
Agreed focus of the Observation: Motivation, Presentation, and development of the
lesson
Observed Behavior/Actions of the Analysis of the corresponding
Teacher relevant to a particular Behavior/Action/Response of the Student
situation and task (Cause) to the teacher’s Behavior. (Action)
 In setting the attention of the  The learners were attentive and
learners, the teacher presented a participated though the pictures were
set of pictures small.

 With the use of short story and with Though pictures were small learners
pictures the teacher was able to were able to distinguished well because
convey her lessons to learners. of the teachers follow up questions.

 The teacher gave another situation  Learners were able to answered the
to the learners. given questions from the situation
because it was easy.

 Teacher asked the learners about  Th whole class was able to answer the
their lessons for generalization. generalization because of the given
situations and pictures.

D. POST-OBSERVATION CONFERENCE
In this step, I followed the steps in Module 12 that we learned in order for me
to do better. Teacher Daylyn and I sat in one corner of her classroom and I
congratulate her for her good works, I told her we had to discuss the
observation recorded on my observation notes and we will be exchanging ideas.
I informed the teacher that our meeting will be documented through scripting
since my video recorder was out of battery and our school and our barangay as
a whole still no electricity since Odette damaged it, so the analysis can be made
easily. The teacher’s strengths based on my observation were processed as well
as her own identified strengths. On the areas of her improvement I initially
asked her first what was the part of the lesson she needed to improve and
encouraged her to explain her side based on how she wanted to deliver it for
the learners and how she delivered her lesson during the class as indicated in
her lesson plan, how she managed her class, how she delivered the lesson and
how would she assess the knowledge needed by the learners. Before we ended
our conversation, we agreed to set a new plan for the next lesson to follow so
she has a proper guide or springboard to set new teaching styles that can be
used on her next lesson.
Pictures:

E. POST-CONFERENCE ANALYSIS
In this last step, focused on me as a School Head, as a Supervisor, to analyze
in the conduct of clinical supervision with my specified teacher, where I will
review and examine what was discussed during the post observation
conference from the scripting done.

In this part, it really helped me identify how I conducted the analysis, in this
part also identified what should I need to improve, and what I missed to do as
an observer. This part is the self-reflection of me as a supervisor, I realized
what did I missed to give my teacher and what was lacking in my tasks.

Below is the analysis guide result:

ANALYSIS GUIDE
Supervisor Perception of Own Behavior
BEHAVIOR CATEGORIES
(The categories for rating the teacher’s behavior
 usage are (1) very heavy emphasis (VHE), (2)
fairly heavy emphasis (FHE), (3) moderate
emphasis (ME), (4) very little emphasis (VLE), and
(5) no emphasis (NE))
1 2 3 4 5
(VHE) (FHE (ME) (VLE) (NE)
)

1. Asked for teacher’s opinion. /

2. Asked for clarification of ideas. /

3. Accepted teacher’s ideas. /

4. Praised teacher. /

5. Gave constructive suggestions about teaching /

6. Gave objective information about teaching /

behaviors.

ANALYSIS GUIDE
Supervisor Perception of Teacher Behavior During Post-Observation Conference
BEHAVIOR CATEGORIES
The categories for rating the teacher’s behavior usage are (1) very
heavy emphasis (VHE), (2) fairly heavy emphasis (FHE), (3)
moderate emphasis (ME), (4) very little emphasis (VLE), and (5) no
emphasis (NE).
1 2 3 4 5 (NE)
(VHE) (FHE) (ME) (VLE)

1. Asked for supervisor’s opinion /

and ideas.

2. Asked for clarification of ideas. /

3. Accepted supervisor’s ideas and /

suggestions.

4. Offered suggestions and ideas /

5. Clarified own ideas and actions. /

6. Assessed own teaching /

performance.

Based on my Post Observation Analysis; below is my findings

a. STRENGTHS
 Through the help of the modules and followed it in the Clinical
Supervision Cycle I administered to my teacher, I consider myself as a
practitioner. I was able to ask my teachers opinion and accept her ideas
that will improve her teaching skills. I can provide clarification of ideas,
give constructive and positive suggestions about her lesson presentation
without hurting her. I was able to give heavy emphasis on four items of
behavior.

b. AREAS OF IMPROVEMENT

As a newbie School Head, the Clinical Supervision Cycle that I

administered to my teacher, I found out that there are more aspects that
I need to improve and need to do as indicated in the Supervisor
Perception of Own Behavior specifically on items 2, 4 and 5; giving praise
and clarifying ideas of teacher and clarified own ideas and actions. I need
to fill my cup by attending more trainings for School Head so I can fill in
the cup of my teachers in order to improve the quality of teaching and to
have quality learnings of our learners.

REFLECTION

Being a newbie School Head, I had a difficulty of supervising my teachers specifically the
clinical supervision, without this SUPEReXCEL offered by NEAP I won’t be able to know the
steps of Clinical Supervision because reading without taking into action won’t result a positive
output. I really need more improvement and need more trainings to attain such goal no other than
to help my teachers improve their teaching skills.

Clinical supervision is an intensive, hands-on, and collaborative process that involves both the
supervisor and the teacher. Without exerting emphasis and more time and effort by the School
Head and with the cooperation of teachers, the Clinical Supervision would not be realized.
Upon hearing that we need to execute the Clinical Supervision in our school, I was not able to
slept well on the first night because I had so many things on my mind, what if my teachers won’t
say yes and what if I don’t know how to administer and it won’t give good output. But because
they are new teachers, upon hearing my explanation that they need supervision as part of our
classroom observation for accomplishing the tool for Individual Performance Commitment and
Review form (IPCRF) they were positive in doing it.

On our preparation to administer the Clinical Supervision, I set their mind that they really need
it, to grow professionally and to help me grow too since this is my first experienced to administer
clinical supervision to note that I am a newbie in the position. They were starting asking
questions on what they will do and what they need to do, because of the absence of electricity
one aspect of the integration was not present the use of ICT laptops were out of battery.
Challenges threatened us like the weather, it was not cooperative during those planned and
agreed date. I cannot report to school immediately because the road was not good due to mud
because of heavy rains and our District In-Charge won’t allow me to report to school when
weather is bad to avoid future problems.

On the day of administration, Teacher Daylyn was prepared with her teaching materials that best
for lesson presentation. The learners were all present. The learners were participative.
As I reflect, being a Newbie School Head, I can say that there are still rooms for improvement
especially now I am aware of the different kinds of Supervision, being a School Head in this 21st
Century I need to gain more insights and knowledge and strategies and because of my teachers
that they are hungry too of more knowledge to enhance their teaching skills to compete in this
period of 21st century. In the post conference I can sense that the teacher was trying her best,
giving her side that some of what she prepared and practiced was not taken or used maybe
because she is still nervous but we agreed that next time she can use or write the steps in a piece
of paper that serves as prompter and glance at it sometimes to remind her of what next to
perform. The aspect that I need to improved is that my communication skills not to offend my
teacher and my voice must be regulated.