Form No.

FM-USeP-PRS-01
Republic of the Philippines

University of Southeastern Philippines Issue Status 05

Iñigo St., Bo. Obrero, Davao City 8000 Revision No. 04

Telephone: (082) 227-8192
Website: www.usep.edu.ph Date Effective 01 February 2021
Email: president@usep.edu.ph Approved by President

COURSE SYLLABUS IN MAED 204 ADMINISTRATION AND SUPERVISION OF EDUCATIONAL PROGRAMS

VISION
Premier Research University in the ASEAN.
MISSION
USeP shall produce world-class graduates and relevant research and
extension through quality education and sustainable resource
management.
GOALS
At the end of the plan period, the University of Southeastern Philippines
(USeP) aims to achieve five comprehensive and primary goals:
1. Recognized ASEAN Research University
2. ASEAN Competitive Graduates and Professionals
3. Vibrant Research Community
4. Proactive Research-based Economic Empowering
Extension Services
5. Capacity for Innovative Resource Generation
INSTITUTIONAL GRADUATE ATTRIBUTES
LEADERSHIP SKILLS
Creates and inspires positive changes in the organization; exercises
responsibility with integrity and accountability in the practice of one’s
profession or vocation.
CRITICAL AND ANALYTICAL THINKING SKILLS
Demonstrates creativity, innovativeness, and intellectual curiosity in
optimizing available resources to develop new knowledge, methods,
processes, systems, and value-added technologies.
SERVICE ORIENTED
Demonstrates concern for others, practices professional ethics, honesty,
and exemplifies socio-cultural, environmental concern, and
sustainability.
LIFELONG LEARNING
Demonstrates enthusiasm and passion for continuous personal and
professional development.
Demonstrates proficiency and flexibility in the area of specialization and
in conveying information in accordance with global standards.
PROGRAM INFORMATION
(Provide Program Graduate Outcomes and Performance Indicators)
The Master of Education in Educational Management (MEEM) Program
aims to produce:
1. Leaders endowed with theories and concepts in school
management and operations.
2. Managers with skills in creating learner-centered school
climate and in implementing programs for instruction;
3. Decision makers who utilize research-based information
for school improvement;
4. Community partners who establish sustainable linkages
with various stakeholders to support the school vision,
mission and goals.

PROFESSIONAL COMPETENCE
MAED 204 ADMINISTRATION AND SUPERVISION OF EDUCATIONAL PROGRAMS
COLLEGE OF TEACHERS EDUCATION AND TECHNOLOGY Page 1 of 12
 Workload of Students:
I. COURSE INFORMATION
This course requires students to engage in 30 contact hours for interactive lecture-
Course Code: MAED 204 discussion through synchronous classes to cover outcomes expected in the course.
However, independent learning through asynchronous activities is encouraged by means
Course Title: Administration and Supervision of Educational Programs
of using the official virtual learning environment of the University. Likewise, the UVE will
Pre-requisite: None serve as a repository of all learning resources for the course. Students on the other hand,
are expected to submit all requirements of the course through the UVE. Additionally, the
Credit: 3 Units Lecture
UVE, serves as an alternative modality for students to interact with each other and with the
Level: First instructor.
Semester/Year: 2nd Semester, 2021-2022
Version number: 2.0

Faculty Information:

GENNA J. CARMELO
Course Description: Email: genna.carmelo@usep.edu.ph
Contact Number: 09177201123
The course deals with administration and supervision theories, models and approaches as Office: Dean’s Office/GSTET
critical bases in handling the day-to-day activities in the school organization. By applying Consultation Hours: Monday to Friday thru FB
these components, the student is hoped to become an effective agent in leading the school Messenger, SMS, calls or e-mail
organization, supervising instruction, building support systems, and establishing linkages
for attaining maximum productivity and efficiency of the educational programs in Name: VIRNALISI C. MINDAÑA
collaboration with internal and external communities.
Email: vcmindana@usep.edu.ph
Contact Number: 09391510908
Office: GSTET
Consultation Hours: Within any office hours thru
FB Messenger, SMS, calls or e-mail

MAED 204 ADMINISTRATION AND SUPERVISION OF EDUCATIONAL PROGRAMS

COLLEGE OF TEACHERS EDUCATION AND TECHNOLOGY Page 2 of 12
 II. COURSE LEARNING OUTCOMES (CO):

On the completion of the course, student is expected to be able to do the following:

Course Outcomes Graduate Outcomes Aligned to

CO1 Critically analyze the various practices of school administration, leadership management, and supervisory concerns in the light of learned
Critical Thinking
theories.
CO2 Benchmark various application of the various theories and principles in the field of administration and supervision based on different leadership
Leadership Skills
guru’s perspective

III. LEARNING EVIDENCES:

As evidence of attaining the above learning outcomes, the student has to do and submit the following:

Learning Evidence Description and other Details Course Outcomes it represents

LE1 Analysis Paper This is a comparative analysis of the embraced theories from the practices of experts on administration and supervisions
in the fields. Specifically, students in this task are going to reflect on their current beliefs based on the learned theories and
CO1
principles and the practices shared by experts from the fields. Thus, the class will invite expert educational administrators
from the field to share their best practices by means of short recorded online video call.
LE2 Virtual Report Every student will be assigned to a particular topic for a virtual report. This task requires you to discuss selected and
assigned topic be presented as a group. A short video clip is collected to each member to come up with an instructional CO1, CO2
video material. The learner is expected to present outputs through a creative manner.
LE3 Instructional Supervisory Plan This LE requires student to prepare ISP based on teachers needs in their respective schools. CO1, CO2

IV. MEASUREMENT SYSTEM:

LE 1: Analysis Paper
Excellent Very Satisfactory Satisfactory Poor Very Poor
50 points 40 points 30 points 20 points 10 point

Student uses important, as well as some
less obvious, characteristics to compare
the items. The student accurately identifies
the similarities and differences and
explains his conclusions in a way that
shows a complete and detailed
understanding of the items.
The student uses important characteristics
to compare the items. The student
accurately identifies the similarities and
differences and explains his conclusions
The student uses characteristics to
compare the items, but not the most
important characteristics. The student’s
comparison and conclusions show some
misconceptions about the items.
The student uses insignificant Not enough information to make
characteristics to compare the items. The judgement.
student’s comparison and conclusions
show many misconceptions that indicate
the student does not understand the items

MAED 204 ADMINISTRATION AND SUPERVISION OF EDUCATIONAL PROGRAMS

COLLEGE OF TEACHERS EDUCATION AND TECHNOLOGY Page 3 of 12
LE 2. Virtual Report

Criteria Poor Adequate Excellent

Substance Much of the content is not relevant with limited 0-8 Most content is relevant with evidence of critical 9-17 Relevant to the topic and demonstrates a 18-25
critical analysis analysis critical analysis of the issue
Presentation Poor use of language, fails to captivate the audience 0-5 Satisfactory use of language, engaging with some 6-10 Uses clear and appropriate language, 11-15
or high number of errors minor errors engages the audience with minimal error
Effort Poor use of course materials, little research and 0-5 Make use of course materials, own research and 6-10 Uses course content well and draws upon 11-15
beyond set limits within set limits own research within set limits
Structure Ideas are poorly organized, and detract from the 0-5 Presented in a logical, and organized manner to build 6-10 Presented in a logical, well organized 11-15
argument a good argument manner to build a very convincing
argument
Originality Minimal evidence of critical analysis of ideas 0-6 Evidence of critical analysis of course material with 7-14 Original and creative analysis of material 15-20
presented which is not well reasoned some application to the learners’ environment to challenge ideas which is well reasoned
and applied to the learners’ environment
Referencing Inadequate referencing and fails to conform with 0-3 Just satisfactory or does not consistently conform with 4-7 Excellent support for the argument and 8-10
recommended referencing system the recommended referencing system conforms exactly to the recommended
style

MAED 204 ADMINISTRATION AND SUPERVISION OF EDUCATIONAL PROGRAMS

COLLEGE OF TEACHERS EDUCATION AND TECHNOLOGY Page 4 of 12
LE3: Instructional Supervisory Plan

Areas to Assess Very Highly Evident Highly Evident Evident Less Evident Not Evident

50 40 30 20 10
Show the ability to generate steps,
sequences, materials required and
necessary information to execute
tasks or behaviour and create
relevant strategies to meet goal

50 50 50 50 50
Show correct prioritization of tasks;
identify relevant method/steps to
complete the tasks; logically
sequence the steps; and identify
appropriate resources needed

50 50 50 50 50
Goals and objectives are doable
and feasible within the context in
the school and capacity of school
administrator

OTHER REQUIREMENTS AND ASSESSMENT ACTIVITIES (AA)

Aside from the final output, the student will be assessed at other times during the term by the following:

Assessment Activity Description and other Details Course Outcomes it represents

AA1 Final Examination (Essay) This task requires students to answer five divergent questions relative to the applications of theories and principles on
CO1, CO2
administration and supervision of educational programs.

MAED 204 ADMINISTRATION AND SUPERVISION OF EDUCATIONAL PROGRAMS

COLLEGE OF TEACHERS EDUCATION AND TECHNOLOGY Page 5 of 12
 V. GRADING SYSTEM:

The final grade in this course will be composed of the following items and their weights in the final grade computation:

Assessment
Grade Source (Score or Rubric Grade) Percentage of Final Grade
Item
LE1 Analysis Paper 25
LE2 Virtual Report 25
LE3 Instructional Supervisory Plan 30
AA1 Final Exam 20
TOTAL 100%

Minimum Grade to pass 3.0

MAED 204 ADMINISTRATION AND SUPERVISION OF EDUCATIONAL PROGRAMS

COLLEGE OF TEACHERS EDUCATION AND TECHNOLOGY Page 6 of 12
 VI. LEARNING PLAN:

In order to achieve the outcomes of this course, learners will go through the following learning plan.

Course Time Teaching-Learning Required Learning

Intended Learning Outcomes (ILO) Topics Assessment Activities
Outcome Frame Activities (TLA) Reading Evidences
The USeP VMGO, IGA,
PEO and GO
● Revisit the USeP VMGO, IGA, PEO and
GO The role of the course in
● Discuss the rationale for taking this course the attainment of USeP
● Establish the connection of this course to VMGO, IGA, PEO and Preliminary discussion
the attainment of the graduate outcomes, GO (Synchronous)
program educational outcomes, 3 ● VMGO
institutional graduate attributes and the ● Institutional Graduate Independent Activity
VGMO of USeP Attributes (Asynchronous)
● Outline the assessment component of this ● Program Educational
course and identify the key knowledge Outcomes
and skills required for each assessment. ● Graduate Outcomes
● Assessment for Learning
Outcomes
MEANING AND SCOPE OF SCHOOL LE1, LE2,
ADMINISTRATION, SUPERVISION Class Participation Reference 1 LE3, AA1
•Explain the Meaning and scope of what is school
AND EDUCATIONAL PROGRAMS
administration and supervision.
● The school as a social system
● The Technical Core Teaching and
•Identify the differences of administration and CO1 Learning Virtual Report
supervision
● Definition, Types, Scope Class Discussion
● Traditional vs Modern Concepts – (Synchronous)
•Find out the theories and principles underlying 3
● Development of Concepts in
administration and supervision
School Administration and Independent Activity
Supervision (Asynchronous)
• Elucidate the 7 Habits of Highly Effective People
● Importance of knowing
Administration and Supervision for
Teachers (Individuals in School
Motivation)
● 7 Habits of Highly Effective People
in Education by Stephen Covey

MAED 204 ADMINISTRATION AND SUPERVISION OF EDUCATIONAL PROGRAMS

COLLEGE OF TEACHERS EDUCATION AND TECHNOLOGY Page 7 of 12
 Reference 1 LE 2, AA1
I. FUNCTIONS OF SCHOOL and 2
CO1 ADMINISTRATION AND Case Analysis
CO2 SUPERVISION Oral report
• The Technical Core Teaching and
•Analyze varied instances in different institutions Learning
functions of school administration and supervision
• Structure in Schools
•Differentiate CHED,DepED,Tesda administration
• The Functions of Administration Brainstorming
and Supervision 3
Discussion
MAJOR AND OTHER FUNCTIONS OF
•Compare and contrast the administrative and
SUPERVISION
supervisory system of different institutions
• Administrative Functions of
DepEd, CHED & HEIs

• Supervisory Functions of DepEd,

CHED & HEIs

CO1 3 Oral report Reference 1 LE 2, AA1

and 2
CO2 Leadership as an Administrative and
• Discuss the different salient features of
Supervisory Functions
administration and supervision in different institutions Discussion/Lecture
PRINCIPLES OF ADMINISTRATION
GROUP WORK
AND SUPERVISION
•Distinguish different policies, principles ,theories of Case Analysis
school administration and supervision Report
Basis of Administrative and Supervisory
Principles

● Identify school's situation and relate it CO1 Summary Analysis/ Reference LE 2, AA1
to the standards of different theories Uses of Principles in School Research Topic 7,8,9
of administration and supervision CO2 Administration and Supervision Brainstorming
• General Principles of Discussion
Administration and Supervision
3 • Need for Democratic
Administration and Efficient
Supervision

MAED 204 ADMINISTRATION AND SUPERVISION OF EDUCATIONAL PROGRAMS

COLLEGE OF TEACHERS EDUCATION AND TECHNOLOGY Page 8 of 12
● Explain the responsibilities, CO1 EDUCATIONAL INSTITUTIONS AS Written output Reference LE 2, AA1
characteristics of a teacher and ADMINISTRATIVE AND 3,7,8 and 9
administration administrator. SUPERVISORY ORGANIZATION Discussion
(Department of Education & Higher Lecture Discussion
Education Institutions) Audio Visual
3
Documentary Film

CO1 Report Reference

•Explain the different kinds activities of • Instruction Discussion and Presentation of 4,5,6,7
faculty that needs administration and • Extra-Curricular Activities specific issue or mandates
supervision intervention CO2 PowerPoint Presentation/Audio
• Guidance & Discipline
•Discuss different institutional activities • School Plant, Ground and Visual Presentation
and what is need by the administrator or Brainstorming
3 Equipment
supervisor in the conduct of this activities Case Analysis
• Teaching Personnel
to do. • In-Service Training
• School Community Partnership
● Identify the roles of the teacher as a
• Finance
supervisor of this activities.

● Create a personal vision for a school:

CO1 Brainstorming Discussion Reference
(Synchronous) Class Participation 1, 2,3 and 4 AA1
student learning outcomes, teaching and My personal Vision Statement
3
learning, learning environment and
Independent Activity
leadership and governance.
(Asynchronous)
Virtual Report
Class Discussion
● Create and communicate VMG to internal
Communicating School Vision, Mission (Synchronous)
stakeholders Oral Report Reference LE1, LE2,
CO2, CO1 3 and Goals
● Make skeletal SIP
Formulating School Improvement Plan Independent Activity
Class Participation 4,5,6,7 LE3, AA1
● Articulate SIP to the stakeholders
(Asynchronous)

Virtual Report Oral Report Reference LE2, AA1

● Organize a well-structured support system CO1 Building organization structures and Class Sharing/Discussion Class Participation 4,5,6,7
3
in the school linkages (Synchronous)

MAED 204 ADMINISTRATION AND SUPERVISION OF EDUCATIONAL PROGRAMS

COLLEGE OF TEACHERS EDUCATION AND TECHNOLOGY Page 9 of 12
 Independent Activity
(Asynchronous)
Virtual Report Oral Report Reference LE2, AA1
CO1 Class Sharing/Discussion Class Participation 4,5,6,7
● Identify and describe the foci and aspects CO2 (Synchronous)
3 Cite a functional Model of Supervision
of supervision.
Independent Activity
(Asynchronous)
● Describe the interpersonal approaches
CO1 Virtual Report Oral Report Reference LE2 , LE3,
Brainstorming Class Participation 4,5,6,7 AA1
● Apply in group dynamics the different Interpersonal Approaches to
Simulation Reflection
approaches Supervision
3 (Synchronous)
● Discuss the stages of clinical supervision Mentoring & Clinical Supervision
● Reflect one’s practice in educational
Independent Activity
supervision.
(Asynchronous)
CO1 Virtual Report Oral report LE 2, AA1
Benchmarking Class Participation
CO1 Class Discussion
● Acquaint oneself of the different tools in
3 Supervisory Tools (Synchronous)
supervision.
Independent Activity
(Asynchronous)
Virtual report Oral report Reference LE 2, AA1
CO 1 Class Discussion & Class Participation 10 an d 11
Brainstorming
● Apply different tools of supervision
CO 2 (Synchronous)
observing the stages of clinical 3 Observation of Classes & Programs
supervision.
Independent Activity
Benchmarking
(Asynchronous)
CO 1 Virtual Report Oral Report Reference 3 LE3, AA1
Demonstration/Workshop Class Participation
● Create an instructional supervisory plan
CO2 Integrating supervisory components (Synchronous)
as guide for conducting supervision of 6
in an ISP Independent Activity
educational programs and projects.
(Asynchronous)

● Evaluate theories of leadership

CO 1
Critical Analysis of Educational
Short Webinar Reference LE1, AA1
Analysis Paper 4,5,6,7
management that supports educational Practices based on theories or
CO2 6
administration and supervision practices administration, leadership, and
Independent Activity
and present the output to the group. supervision
(Asynchronous)
MAED 204 ADMINISTRATION AND SUPERVISION OF EDUCATIONAL PROGRAMS
COLLEGE OF TEACHERS EDUCATION AND TECHNOLOGY Page 10 of 12
 Final Exam

VII. REFERENCES/ARTICLES TO READ:

1. Amadi, Eric C. (2008). Introduction to Educational Administration; A Module. Publisher: Harey Publications, ISBN: 978-48654-4-9
2. Beck, L G. (1994). Reclaiming Educational Administrations a Caring profession. Critical issues in Educational Leadership Series. Teachers College Press, 1234; Amsterdam Avenue, New York, NY 10027 (clothbound:
ISBN-0-8077-3314-8; paperback: ISBN -0-8077-3313-x)
3. Bilbao, Purita.T. (2012). The Teaching Profession 2nd Edition. Manila: Lorimar Publishing Co. Inc.
4. Cabanlit Emmie M. (2013). Training Module delivered to BRAC, unpublished material.
5. Dizon, Amado C.(2000). Law and education. Quezon City:Rex Bookstore
6. Glickman, C.D., Gordon, S.P., & Ross-Gordon, J. M. (2001). Supervision and instruction leadership: A developmental approach, Allyn & Bacon/Longman Publishing, a Person Education Company, 1760 Gould Street,
7. Needham Heights, MA 02494. Web site: http://www.abacon.com
8. Goldhammer, R., Anderson, R. H. and Krajewski, r, j. (1993) Clinical Supervision. Special methods for the supervision of teachers (3rd .edn.), Fort Worth: Harcourt Brace Jovanovich
9. Goodwin,Paul (2014) Decision Analysis for Management Judgment ,India:John Wiley Ltd.
10. Pajak, Edward. (2003http://www.ascd.org/publications/books/103012/chapters/Understanding-the-Clinical-Cycle.aspx Observation Tools. Adapted from NEAP lectures, Philippines, 2011.
11. Wade;;,Dianne M. et al.Organizational Change and Development and Transformation 5 th Ed. Australia:Cengage Learning

Suggested Readings
www.CHED.gov.educ.ph
www.deped.gov.edu.ph
www.slideshare.com
www.tesda.gov.edu
https://www.researchgate.net/publication/273143560_Introduction_to_Educational_Administration_A_Modul

VIII. CLASS POLICIES

1. The schedule of synchronous meeting will be based on the official class schedule.
2. The Class will create a GC intended only for academic purposes and class communications.
3. UVE shall be the official platform of the class where learning resources can be accessed and uploaded. The lectures or synchronous meetings will be recorded and will be made available for the class.
4. Each student is required to observe provisions in the Data Privacy Act while using the UVE, the resources, and communicating other students and the instructor.
5. All resources developed and from the class will only be used for class learning consumption.
6. Submission of all learning evidences and assessment output will be done through the UVE or USeP emails.
7. Final Exams will only be answered and submitted within 24 hours.
8. Consultations may be done through UVE, messenger, or mobile phone numbers.
9. Students are required to observe social media netiquettes at all times.
10. Students are encouraged to read and follow all provisions in the 2016 Student Handbook that are applicable to the class.

MAED 204 ADMINISTRATION AND SUPERVISION OF EDUCATIONAL PROGRAMS

COLLEGE OF TEACHERS EDUCATION AND TECHNOLOGY Page 11 of 12
 Updated by: Recommended by: Approved:

JAY J. ACERBO GENESESLY TAHOY GENNA J. CARMELO

Faculty MEEM Program Head Dean, CTET

VIRGINIA BARBARA NILLAS

Faculty

Revised by

VIRNALISI C. MINDAÑA
Faculty

GENNA J. CARMELO
Faculty

MAED 204 ADMINISTRATION AND SUPERVISION OF EDUCATIONAL PROGRAMS

COLLEGE OF TEACHERS EDUCATION AND TECHNOLOGY Page 12 of 12