School leaders hold a crucial role in overseeing and assessing educators, their proficiency in this aspect

greatly influencing teaching quality within their schools. The instructional oversight procedure comprises
two components: pre-conferencing and post-conferencing. The level of expertise demonstrated by
school leaders in both areas significantly impacts the effectiveness of their supervision.

Pre-conferencing refers to the process of gathering information and preparing for a meeting with a
teacher. This usually include going over the teachers' lesson plans, watching their classroom, and having
interactions with students and parents. The major goal of pre-conference is to identify both the
strengths and deficiencies in the teachers' instruction while also establishing a plan for the conference
that may successfully address these areas.

Post conferencing refers to the practice of connecting with a teacher after a conference. It comprises
providing feedback on their performance, identifying areas for growth, and defining goals for their
development. The purpose of post conferencing is to ensure that the teacher comprehends the
feedback they received and to support them in implementing the discussed changes.

The competence displayed by school leaders during pre-conferencing and post conferencing plays a role,
in enhancing the effectiveness of their supervision. School leaders that thrive in these areas are able to
provide feedback to teachers and assist them in improving their methods. This can result in better
student learning results as well as a more positive school climate.
Significant of the Study

Individualized Support: Pre-conferencing allows school leaders to tailor their supervision based on the
specific needs and challenges faced by individual teachers. It's not a one-size-fits-all approach but rather
a personalized strategy to address the unique strengths and weaknesses of each educator.

Professional Development: Post conferencing serves as a platform for discussing professional

development opportunities. By identifying areas for growth and setting goals collaboratively, school
leaders can recommend relevant workshops, training sessions, or mentoring programs that can help
teachers enhance their skills and knowledge.

Building Trust: When school leaders demonstrate competence in pre-conferencing and post
conferencing, it fosters trust between educators and administrators. Teachers are more likely to be
receptive to feedback and open to implementing suggested changes when they believe that the
feedback is constructive and aimed at their professional development.

Data-Driven Decisions: Pre-conferencing involves gathering and analyzing data, such as student
performance metrics and classroom observations. This data-driven approach ensures that the feedback
and support provided to teachers are based on evidence, making the process more objective and
effective.

Continuous Improvement: Effective pre-conferencing and post conferencing are not isolated events but
part of a continuous improvement cycle. School leaders can track the progress of teachers over time,
adjusting their support strategies as needed to ensure sustained growth in instructional quality.

In summary, pre-conferencing and post conferencing are vital components of instructional supervision
that empower school leaders to provide meaningful support to educators. When done effectively, these
practices contribute significantly to the professional growth of teachers, ultimately enhancing the
learning experiences and outcomes for students.