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INSTRUCTIONAL

SUPERVISION: A TOOL FOR
TEACHERS GROWTH

by: NELSON I. CARVAJAL
PSDS – District VI

SELF Know Don’t know 1 2 Open Blind Know area area O T H E 3 4 R S Hidden Don't know Area of area Potential JOHARI'S WINDOW .

Low High ANALYTICAL PROFESSIONALS High TEACHERS III IV TEACHER DROP- UNFOCUSED Low OUTS I TEACHERS Level of LEVEL OF COMMITMENT Abstraction .

it is the student or the administrator or the community that needs help.QUADRANT I TEACHER DROP-OUTS  Low level of commitment and low level of abstraction  Have little motivation for improving their competencies  Cannot think about what changes could be made and are satisfied to keep the same routine day by day  Do not see any reasons for improvement  In their view. never the teacher  They come to work exactly on time and leave the school as soon as officially permissible .

 The result: they rarely complete any particular instructional improvement effort before undertaking a new one . work very hard and usually leave school with materials to be done at home  But their good intentions are thwarted by their lack of ability to think problems through and then act fully and realistically  They usually get involved in multiple projects and activities but become swamped by self-imposed and unrealistic tasks. energetic and full of good intentions  They want to become better teachers.QUADRANT II UNFOCUSED TEACHERS  High level of commitment but low level of abstraction  Enthusiastic.

high verbal people who are full of bright ideas > Can discuss the issues clearly and think through the steps necessary for successful implementation > Their ideas often do not result in any action . QUADRANT III ANALYTICAL TEACHERS > Low level of commitment but a high level of abstraction > They are intelligent.

consider alternatives. but they become actively involved in seeing through its completion any proposed plan  They are both thinkers and doers . make appropriate plan of action  Others regard them as informal leaders. their students and their fellow faculty members  Can think about the task on hand. people to whom others go willingly to help  Not only do they provide ideas.QUADRANT IV PROFESSIONALS  High level of commitment and a high level abstraction  Committed to continually improve themselves. activities and resources.

Conducting Classroom Observation and Clinical Supervision Classroom Obervation Cycle: 1st: Orientation Meeting: Principal and teacher review the purpose and procedure of classroom observation. 2nd: Pre-observation Conference: Principal discusses with the teacher the details and goals of the observation as well as the materials needed in advance. 6th: Summative Evaluation: Includes agreed upon job improvement targets resulting from two or three observations done during the year . 3rd: Announced Classroom Visits: These are announced classroom observations 4th: Unannounced Classroom Visits: Principal observes teaching and classroom management behavior under natural conditions 5th: Post-observation Conference: Principal and teacher analyze the findings and data from the observation.

hopes and dreams for the year. the teacher is encouraged to discuss his/her plans. Exploration Conference:  During the conference. Possible Trigger Questions: a) How do you plan to deal with clarifying homework/assignments? b) What problems do you foresee in implementing curriculum/program? c) How will you assess the reading ability of your class? d) What reading material will you use with low-level group? .

pupils) • To confirm teacher plans (that what the teacher has written is what is really being done in the classroom) • To monitor progress (determine if certain suggestions you made are being implemented) • To look for potential trouble spots b) When are informal visits most effective? • When done in varied times during the day (during prime instructional time. Informal Visits: a) Purpose of Informal Visits: • To determine what is actually happening (room. teacher. during late mornings and late afternoons) • Length of stay depends on what you see and what you are looking for .

• Record your mental notes as you leave the classroom • Have mental outline of what to look for: . but keep these out of the teacher's sight • Avoid taking notes while inside the classroom.c) Guidelines for informal visits: • Carry with you paper and pencil.teacher attitude -student activity .teacher location -room appearance .materials in use .teacher activity -room management .

Observing Classroom Environments: • The structure. activity and organization of the classroom dramatically affect learning. Viewing Student Products: • Students products verify what the students have learned. remembered and incorporated into his/her growing store of information and skills Making Formal Exploration Observations: • These provide opportunities to gain information about the wide range of teaching skills .

• The focus is on what the teacher does in the classroom. Supervisor and supervisee works in mutuality It accomodates not only pre-service supervision of teachers but also in-service supervision for beginning and seasoned teachers. They can benefit from the developmental process of: a) pre-conference b) the observation.Clinical Supervision: • An intensive process designed to improve instruction by conferring on lesson planning. Clinical Supervision may be necessary for beginning teachers. observing the lesson analyzing the observation data and giving the teacher feedback about the observation. and c) the post-conference (feedback) .

with agreed upon goals. credibility. trustworthiness and confidentiality are critical e) simply one to one meeting to support the teacher in her desire to improve her personal situation f) is a deliberate pairing of a more skilled or experienced person with a lesser skilled or experienced one. techniques and skills c) the process which supports learning development. It is viewed in terms of styles. thus improves performance by an individual or team d) a special kind of relationship where objectivity. roles. MENTORING TEACHERS ON THEIR IDENTIFIED AREAS FOR DEVELOPMENT A. What is the mentoring? Mentoring is: a) the process where experienced teachers help guide or counsel young or new teachers through different stages of their career b) the process that supports and encourages learning to happen. The lesser skilled person is assisted to grow and develop certain specific proficiences . honesty.

Who is the Mentor? The mentor is:  is wise and trusted adviser  is a significant person who played a role to another person on different times in different degrees for a different length of time  an experienced individual who is willing to share his knowledge with others who are less experienced in a relationship of mutual trust  provided encouragement by sharing enthusiasm for his job .B.