CAGAYAN DE ORO COLLEGE

Carmen, Cagayan de Oro City

Activity No. 3
MGS 003- School Operation & Resources Management
2nd Semester, SY: 2023-2024

Name: JULIOUS S. VICTORIA Date: December 17, 2023

Direction: Discuss the following. (25 points per activity)
Activity 3.1
Models of Supervision
By: Bernard and Goodyear (2004)
A. Four (4) Models of Supervision in Education
1. The developmental model of supervision
Answer: In the developmental model of supervision, it is the notion that individuals are continuously growing. In combining our experience with hereditary
predispositions, we developed strengths and growth areas. Its objective is to maximize and identify growth needed for the future.
2. Integrated models of supervision
Answer: In the integrated model of supervision, this model integrates more or several theories. It aims to identify what theories are effective to use. Just like
for example, a teacher teaches his lessons and observes that some of his pupils do not perform well, so he comes up with another way of teaching his
lesson so that those pupils who do not perform well will perform better.
3. Social role model of supervision
Answer: The social role model of supervision provides a framework organizing the different functions and roles of Supervision. The supervisor also helps
the supervisee on how to handle different situations. In that way, if the supervisor is absent there is someone who can handle the situation.
4. System model of supervision
Answer: In the system model of supervision, this model aims for the supervisor and the supervisee to have good relationships. In this way all the problems
will be solved with the help of both sides.

Activity 3.2
The Developmental Model for Supervision
By: Stoltenberg, McNeill, & Delworth, (1998)
Beginner Intermediate Advanced

Motivation
Focus on skill acquisition. Motivation wavers.
Stable motivation
Very high motivation and high anxiety. Increased complexity of cases exposed can result in shaken
confidence. Doubts are still present but not disabling.

Has confidence in their capacity to learn, thus developing a

lifelong motivation for ongoing professional development
 Professional identity becomes important.

Autonomy

Increased self-efficacy.
Dependency-autonomy conflict.
Is clearer about when to actively seek supervision and
Can be quite assertive and begin to follow his/her agenda. consultation.

Needs a high structure with minimal challenge. Functions more independently and may only want to request Knows his or her limitations.
specific help. Other times can be evasive and dependent.
Dependent on the supervisor. Retains responsibility.

Awareness

The focus is now more on the client.

Limited self-awareness.
Very high self-focus with high anxiety about grades and
strengths.
Finds it difficult to pick up subtle nuances of the
psychotherapeutic environment.
Unable to distinguish between the more pertinent and the less
relevant factors in the therapeutic process, the client, and
themselves.
A greater understanding of the client’s issues and worldview
becomes evident.
Can start to pick up on key factors in the psychotherapeutic
process with a sense of knowing in a general sense what to
focus on and what is irrelevant.
May be enmeshed or confused and lose effectiveness.
Balance is an issue.
Accepts own strengths and weaknesses.
Has high empathy and understanding.
Increasing awareness of the most pertinent things to focus on
within the client, the psychotherapeutic process, and
themselves
Is far less sidetracked by the irrelevant.
Uses themselves as a therapeutic tool in sessions.

Answer: In the Developmental Model for Supervision, to be competent you need to progress. There are stages that you need to do. Each stage requires a
qualitatively different environment for optimum growth to occur. There are three levels that a supervisee should take, the beginner, intermediate, and advanced.
The beginner supervisees would tend to function in a rigid, shallow, imitative way and then over time move toward more competence, self-assurance, and self-
reliance. Intermediate supervisees tend to have a dependence on their supervisors for only the more difficult clients. Resistance, avoidance, and/or conflict are
typical of the intermediate stage of supervisee development because self-concept is easily threatened. Advanced supervisees function far more independently,
seeking consultation when appropriate, and taking responsibility for their correct and incorrect decisions. These levels are very important so that you will be able to
master all the skills needed in supervision.

Activity 3.3
Parent Involvement and Connecting to the Classroom
 By: Rodriguez, A. (2013)

Answer: This model provides a framework for recognizing the roles of parents and their children. This model shows that it is very important that the parents and
their children should work together in the learning process. As parents, you need to help your children explore knowledge that comes from your home, the
community, and the school. You need to always be there to guide them. There are things they learned from school that and different from what they learned from
your home and the community. As parents, you need to work with their teachers and the people in the community so that your children will learn things that they
could use for their future.
Activity 3.4
Child–Mother–Father–Teacher Relationship Network and Its Association with Children’s Social and Academic Development
By: Ifat Weisberger and Yair Ziv (2023)
Answer: In Child–Mother–Father–Teacher Relationship Network and Its Association with Children’s Social and Academic Development model, shows how
important that the parents and the teachers should have a good relationship to help the child to have good behavior, good performance, and a good relationship to
others. The child will always perform better when he/she sees that his parents are always there to give their support in his study. Just like for example, you as
parents always check your child's performance in school by visiting his/her teacher. If there are things that your child needs to improve you ask the teacher, what
will you do to help to improve your child’s performance. And also, always remember that learning should not always takes place in the school, it also happen in
your home.

Activity 3.5
Development of Cultural Competence
By: Campinha-Bacote’s (2020)
Answer: There are four processes in the development of cultural competence, cultural awareness, cultural knowledge, cultural skill, and cultural encounter. When
we say cultural awareness, it is the process of conducting a self-examination of one’s own biases towards other cultures and the in-depth exploration of one’s
cultural and professional background. Cultural awareness also involves being aware of the existence of documented racism and other “isms” in healthcare
delivery. When we say cultural knowledge, it is defined as the process in which the healthcare professional seeks and obtains a sound educational base about
culturally diverse groups. In acquiring this knowledge, healthcare professionals must focus on the integration of three specific issues: health-related beliefs
practices, and cultural values; disease incidence and prevalence. Cultural skill is the ability to collect culturally relevant data regarding the patient's presenting
problem, as well as accurately performing culturally based physical, spiritual, psychological, and medication assessments in a culturally sensitive manner. The last
one is cultural encounters is the process that encourages the healthcare professional to directly engage in face-to-face cultural interactions and other types of
encounters with clients from culturally diverse backgrounds to modify existing beliefs about a cultural group and to prevent possible stereotyping. Cultural
encounters is the pivotal construct of cultural competence that provides the energy source and foundation for one’s journey towards cultural competence. These
process of cultural competence helps everyone to be sensitive to other cultures, be knowledgeable, and be proud of the culture we have.