SUPERVISORY PLAN (Instructional)

Republic of the Philippines
Department of Education
MIMAROPA Region
Schools Division of Palawan
QUARTERLY INSTRUCTIONAL SUPERVISORY PLAN

SY 2023-2024
Note: This Instructional Supervisory Plan focuses on the nine (9) indicators in the Classroom Observation Tool
Name: JOEWE G. SALES, PhD
Position: Principal I
Quarter: First Quarter
Goal: Conduct comprehensive classroom observations and provide constructive feedback to teachers. Aim to visit at least three classrooms per week to
monitor teaching methods, student engagement, and curriculum implementation.
Classrooms / Sections
Programs / Projects / Activities /
Target date Targets / Teachers to be Expected MOVs Success Indicator
Activities Strategies / Methods
visited
A. DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY
1. Applied knowledge  STAR
of content within and Observation
across curriculum  Classroom
teaching areas. Observation
using COT
 Clinical
observation
 Follow-up
observation
 Job embedded
SCHOOL:
Address/Contact Number/email:
MIMAROPA Region
visited
learning
 Focus Group
Discussion
 LAC Session
 Attendance to
Trainings /
Seminars /
Courses
 Coaching
 Mentoring
 Others. . .
2. Used a range of 
teaching strategies that
enhance learner
achievement in literacy
and numeracy
3. Applied a range of 
teaching strategies to
develop critical and
creative thinking, as
well as other higher-
SCHOOL:
MIMAROPA Region
visited
order thinking skills
4. Displayed proficient 
use of Mother Tongue,
Filipino and English to
facilitate teaching and
learning
DOMAIN 2: LEARNING ENVIRONMENT AND DIVERSITY OF LEARNERS
5. Established safe and 
secure learning
environment to
enhance learning
through the consistent
implementation of
policies, guidelines
and procedures.
6. Maintained learning 
environments that
promote fairness,
respect and care to
encourage learning.
7. Established a 
learner-centered
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MIMAROPA Region
visited
culture by using
teaching strategies that
respond to their
linguistic, cultural,
socio-economic and
religious backgrounds.
8. Adapted and used 
culturally appropriate
teaching strategies to
address the needs of
learners from
indigenous groups.
DOMAIN 3. CURRICULUM AND PLANNING & ASSESSMENT AND REPORTING
9. Used strategies for 
promoting timely,
accurate and
constructive feedback
to improve learner
performance.
TERMS OF REFERENCE
SCHOOL:
MIMAROPA Region
 STAR Observation
The STAR model is a framework used in the observation and evaluation of teaching practices. It stands for:
1. Setting the Stage: This involves preparing the classroom environment and establishing the context for the lesson. It includes aspects like the arrangement of the classroom,
availability of resources, and setting clear objectives for the lesson.
2. Teaching Strategies: This focuses on the methods and techniques the teacher uses to deliver the lesson. It includes a range of pedagogical approaches such as direct
instruction, guided practice, group work, and use of technology. The key is to observe how effectively these strategies engage students and facilitate learning.
3. Assessment of Learning: This step involves evaluating how well students are learning and understanding the material. This can include formal methods like quizzes and
tests, as well as informal methods like class discussions, student questions, and observation of student work. The focus is on how the teacher assesses student progress and
understanding throughout the lesson.
4. Results or Reflection: The final step involves reflecting on the effectiveness of the lesson. This can include considering student outcomes, such as their level of
engagement and understanding, as well as the teacher's own reflection on what worked well and what could be improved. This step is crucial for continuous improvement
in teaching practices.
The STAR model is valuable for both self-reflection by teachers and for external observation and feedback. It provides a structured way to analyze and improve teaching
effectiveness, focusing on key aspects of the educational process.
 Classroom Observation using COT
SCHOOL:
MIMAROPA Region
Classroom Observation using the Classroom Observation Tool (COT) is a process in educational settings used to evaluate and improve teaching practices. The COT
is designed to provide a structured and standardized approach to observing and assessing various aspects of classroom instruction. It typically involves the following
elements:
1. Pre-Observation Conference: Before the observation, the observer (often a supervisor or peer) may meet with the teacher to discuss the lesson plan, objectives of the
lesson, and any specific focus areas for the observation.
2. Observation Period: During this phase, the observer visits the classroom to observe the teaching and learning process. They focus on several aspects, such as the teacher's
instructional strategies, classroom management, student engagement, use of instructional materials, and the overall learning environment.
3. COT Rubric or Criteria: The observation is usually guided by a specific rubric or set of criteria outlined in the COT. This rubric provides a detailed framework for
evaluating various components of teaching, including lesson delivery, learning activities, teacher-student interaction, assessment methods, and classroom environment.
4. Recording Observations: The observer takes detailed notes or records evidence based on the rubric. This may involve noting specific instances of effective teaching
practices, areas needing improvement, and the overall impact on student learning.
5. Post-Observation Conference: After the observation, the observer and the teacher typically meet to discuss the findings. This is a collaborative process aimed at providing
constructive feedback. The discussion focuses on strengths, areas for growth, and strategies for professional development.
6. Action Plan and Follow-Up: Based on the feedback, the teacher may develop an action plan to address areas of improvement. Follow-up observations might be scheduled
to assess progress and provide ongoing support.
SCHOOL:
MIMAROPA Region
The goal of Classroom Observation using COT is to foster professional growth and enhance the quality of education. It encourages reflective practice, promotes a culture of
continuous improvement, and supports teachers in their professional development journey.
 Clinical observation
Clinical observation performed by a school head, typically refers to a process where the school head (or principal) observes classroom teaching to evaluate and
improve instructional practices. Here's an overview:
1. Purpose: The primary goal is to assess the effectiveness of teaching methods, the learning environment, and the engagement of students. This process helps in providing
feedback to teachers, enhancing teaching strategies, and ultimately improving student learning outcomes.
2. Process:
 Pre-Observation Meeting: The school head might meet with the teacher beforehand to discuss the lesson plan, objectives, and any specific focus areas for the
observation.
 In-Class Observation: The school head observes a regular class session, taking notes on the teacher's instructional methods, classroom management, student
engagement, and the overall learning environment.
 Post-Observation Feedback: Following the observation, the school head and teacher typically have a meeting to discuss the observation. This feedback is aimed at
reinforcing effective practices and identifying areas for improvement.
3. Focus Areas:
SCHOOL:
MIMAROPA Region
 Teaching Techniques: Observing how the teacher presents information and engages with students.
 Classroom Management: Looking at how the teacher maintains discipline, manages classroom dynamics, and creates a positive learning environment.
 Student Engagement: Assessing whether students are actively participating and showing interest in the lesson.
 Lesson Content: Evaluating the appropriateness and relevance of the lesson content to the curriculum standards and student needs.
4. Documentation: The school head usually documents the observation to provide a record of teacher performance and student engagement. This documentation can be used
for future reference, particularly in professional development or performance evaluations.
5. Professional Development: Based on observations, the school head might recommend or organize professional development opportunities for teachers to enhance their
skills.
In summary, clinical observation by a school head is a structured process aimed at observing, evaluating, and enhancing teaching practices to improve educational
outcomes. It's a collaborative and ongoing process, integral to professional development and maintaining high educational standards.
 Follow-up Observation
SCHOOL:
MIMAROPA Region
Follow-up observation in teaching is a key component of the professional development and evaluation process for educators. After an initial classroom observation,
where a teacher's teaching methods, classroom management, and student engagement are assessed, a follow-up observation is conducted to achieve several objectives:
1. Monitoring Progress and Implementation: Follow-up observations are used to assess how well the teacher has implemented the feedback or suggestions provided after
the initial observation. This is crucial in determining the effectiveness of the professional development efforts and the teacher's ability to adapt and improve their teaching
practices.
2. Providing Continued Support: These observations offer continued support to teachers. They are not just for evaluating but also for mentoring and guiding teachers in
their professional growth. Observers can offer more tailored advice and strategies based on the teacher's progress since the last observation.
3. Ensuring Consistency: Regular follow-up ensures that the changes a teacher makes are consistent and sustained over time. It helps to prevent reverting back to less
effective methods once the immediate scrutiny of the first observation has passed.
4. Further Professional Development: Follow-up observations can identify new areas for improvement or development that may not have been apparent in the initial
observation. They provide an opportunity for ongoing, reflective practice and professional growth.
5. Building a Collaborative Relationship: Repeated observations can help build a more collaborative and trusting relationship between the observer (such as a mentor,
supervisor, or peer) and the teacher. This can create a more open and receptive environment for feedback and improvement.
6. Evaluating Long-term Impact: These observations can also help in assessing the long-term impact of teaching strategies on student learning and engagement, thus
providing a more comprehensive view of a teacher's effectiveness.
SCHOOL:
MIMAROPA Region
In summary, follow-up observations in teaching are critical for ensuring that feedback is effectively implemented, supporting continuous professional development, and
fostering a reflective and collaborative teaching environment.
 Job Embedded Learning
Job-embedded learning in teaching refers to professional development that is integrated into a teacher's daily work. Unlike traditional professional development,
which often occurs outside of the school environment (like workshops or conferences), job-embedded learning takes place within the context of a teacher's everyday
activities and responsibilities. This approach to professional development is tailored to the specific needs of the teacher and their students, making it highly relevant and
immediately applicable. Key characteristics of job-embedded learning include:
1. Contextual Learning: Teachers learn new skills and strategies in the actual environment where they will apply them, which enhances the relevance and effectiveness
of the learning.
2. Collaboration: It often involves collaboration with colleagues, such as through professional learning communities, peer observations, or team teaching. This
collaboration allows teachers to learn from each other and share best practices.
3. Continuous Improvement: Job-embedded learning is ongoing, allowing teachers to continuously refine and adapt their skills over time, in response to their students'
needs and educational advancements.
SCHOOL:
MIMAROPA Region
4. Reflective Practice: Teachers are encouraged to reflect on their teaching practices, assess their effectiveness, and make adjustments based on their reflections and
feedback from peers and mentors.
5. Alignment with School Goals: This type of professional development is aligned with the school's or district's goals, ensuring that the learning is directly relevant to
the broader educational objectives.
6. Real-Time Feedback: Teachers receive immediate feedback on their practices, either from peers, mentors, or through self-assessment, allowing for timely
adjustments and improvements.
7. Integration with Daily Tasks: Job-embedded learning is part of a teacher's regular responsibilities, such as lesson planning, classroom instruction, and assessment,
rather than being an additional task.
Examples of job-embedded learning activities include:
• Mentorship Programs: Where experienced teachers guide less experienced colleagues.
• Action Research: Teachers investigate a question or problem in their own classroom or school to improve their teaching and student learning.
• Lesson Study: Teachers collaboratively plan, observe, and analyze learning and teaching in 'research lessons'.
• Data Analysis: Teachers regularly review student performance data to identify areas for instructional improvement.
Overall, job-embedded learning is a practical, effective approach to professional development that supports teachers in their current roles, focusing on practical,
immediate improvements in teaching and learning.
 Focus Group Discussion / Round Table Discussion
SCHOOL:
MIMAROPA Region
Focus Group Discussions (FGD) or Round Table Discussions in the context of teaching are structured group discussions used to gather diverse perspectives and
insights on specific topics, issues, or concepts. These discussions are particularly useful in educational settings for several reasons:
1. Enhancing Learning: FGDs can be an effective teaching tool to encourage active learning. Students engage in deep discussions, which can enhance their understanding of
complex topics, promote critical thinking, and allow them to learn from the diverse perspectives of their peers.
2. Collaborative Learning Environment: These discussions foster a sense of collaboration and teamwork. Students learn to articulate their thoughts, listen to others, respect
differing viewpoints, and build on each other's ideas.
3. Feedback and Assessment: For educators, FGDs serve as a platform to assess students' understanding, misconceptions, and learning needs. It provides insights into their
thought processes, helping teachers to tailor their instructional strategies accordingly.
4. Student Engagement: Round table discussions can increase student engagement, especially for those who might be less likely to participate in larger class settings. The
format encourages a more intimate and safe space for sharing ideas.
5. Developing Communication Skills: Participating in such discussions helps students develop their communication skills, including speaking, listening, and presenting
arguments effectively. These are essential skills both within and beyond the classroom.
6. Problem-Solving and Critical Analysis: FGDs often involve analyzing a problem, discussing various solutions, and evaluating their merits. This helps students develop
problem-solving skills and the ability to critically analyze different aspects of a situation.
SCHOOL:
MIMAROPA Region
7. Integrating Diverse Learning Styles: These discussions can cater to different learning styles. Visual learners can benefit from shared materials, auditory learners from the
discussion itself, and kinesthetic learners from the active participation involved.
8. Teacher’s Role: In an educational FGD, the teacher usually acts as a facilitator, guiding the discussion, ensuring that all voices are heard, and keeping the conversation on
track. This role also involves asking probing questions to deepen the discussion and clarify points.
9. Feedback to Students: Post-discussion, teachers often provide feedback, summarizing key points, clarifying misunderstandings, and highlighting insightful contributions.
Overall, Focus Group Discussions or Round Table Discussions in teaching are valuable for promoting a dynamic and interactive learning environment, fostering critical
thinking, and enhancing communication and collaborative skills among students.
SCHOOL:

SUPERVISORY PLAN (Instructional)

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Republic of the Philippines

QUARTERLY INSTRUCTIONAL SUPERVISORY PLAN

 Classroom Observation using COT

 Job Embedded Learning

 Focus Group Discussion / Round Table Discussion

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