MANAGING AN EFFECTIVE

INSTRUCTION UNDER THE

K-12 CURRICULUM
 Alignment of Managing an Effective Instruction
to the K-12 Over-All Goal,
and Mission and PQF

EFFECTIVE DepEd Vision,

K-12 Over-all
Mission, Core
INSTRUCTION Goal
Values

INSTRUCTIONAL
SUPERVISION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION 3
 DepED Mission
To protect and promote the right of every Filipino to quality,
equitable, culture-based and complete basic education where:
 Students learn in a child-friendly, gender-sensitive,
safe and motivating environment
 Teachers facilitate learning and constantly nurture
every learner
 Administrators and staff, as stewards of the institution,
ensure an enabling and supportive environment for
effective learning to happen.
 Family, community and other stakeholders are actively
engaged and share responsibility for developing life-
long learners.

DEPARTMENT OF EDUCATION -2013

 Overall Goal
Over-All GOAL of the Enhanced Basic Education
Program (K-12 Curriculum)

5
DEPARTMENT OF EDUCATION
 SDS OPCR
PERFORMANCE
KRAs OBJECTIVES
INDICATORS
Intensified instructional monitoring * Monthly Supervisory Plans
and supervision to effectively of PSDSs, EPSs on 10
perform DepED's core functions: Districts
instructional delivery and * CID Monthly Instructional
curriculum implementation Supervision Matrix
* Conducted at least 4 Division
Trainings on TA Provision to
Schools
Provision of
Instructional Capacitated the instructional
* 1 SHS Benchmarking
Supervision manpower to effectively diagnose
for all Secondary School
curricular backlogs and to provide
- 10% technical assistance in instruction
Heads and PSDSs
and curriculum implementation
* SGOD
Benchmarking on SBM;
OSDS Benchmarking on
PRIME HR

DEPARTMENT OF EDUCATION 6
 SDS OPCR
PERFORMANCE
KRAs OBJECTIVES
INDICATORS
* Monthly Supervisory
Established a comprehensive
Accomplishment Report of
monitoring system as to the
10 EPSs and PSDSs
frequency of Instructional
* Monthly Supervisory
Supervision required to be
Accomplishment Report of
executed by Supervisors and
all Full-fledged School
School Heads
Provision of Heads
Instructional
Supervision -
Intensified instructional monitoring * Monthly Supervisory
10%
and supervision to effectively Plans of PSDSs, EPSs on
perform DepED's core functions: 10 Districts
instructional delivery and curriculum * CID Monthly Instructional
implementation Supervision Matrix

DEPARTMENT OF EDUCATION 7
 PSDS IPCR
PERFORMANCE
KRAs OBJECTIVES
INDICATORS

1. Provided guidance and instructional

1.1 Conduct 15 instructional
supervision to school heads by observing and
supervisory sessions to school
gathering data on their strengths and
heads in the assigned district
development needs and then coaching them
towards improved instructional
towards improved instructional leadership
leadership practices
practices.

2.1 Conduct 15 observation

2. Observed and gathered data on the
strengths and competency (KSA)
development needs of teachers
1. INSTRUCTIONAL
SUPERVISION (20%)
 
sessions and data gathering on
the strengths and competency
(KSA) development needs of
teachers
2.2 Coach/mentor the
concerned school heads of the
10 teachers on how to improve
teachers’ KSA in teaching-
learning delivery.

3. Assessed the situation of schools and 3.1 Conduct and analyze

learning centers, and identify actions needed quarterly assessment and
to put in place an enabling environment for recommendation on the
School Heads and Teachers
DEPARTMENT OF to deliver quality
EDUCATION situation of schools and learning 8
 EPS - IPCR
PERFORMANCE
KRAs OBJECTIVES
INDICATORS

TECHNICAL  Led the CID team in consolidating needs  Consolidated needs on CID
ASSISTANCE for technical assistance on curriculum assistance.
implementation for the schools division.  TA Progress reports
 
 Presents to management periodic reports  Policy recommendations
on the progress of technical assistance in: based on TA Reports
 
 Lowest performing districts and schools
 Curriculum implementation and instructional
delivery

 Submitted to the schools division and

regional management,, policy
recommendations arising from reports of
results evaluation of provision of technical
assistance.

DEPARTMENT OF EDUCATION 9
 SH - OPCR
KRAs OBJECTIVES

• Prepared and implemented an instructional supervisory

plan quarterly.

• Conducted Instructional Supervision using appropriate

strategy at least 10 in a month.

• Provided in a collegial manner timely, accurate and specific

feedback to teachers regarding their performance to at
least 2 teachers in a month .
INSTRUCTIONAL
LEADERSHIP
• Evaluated daily lesson plans / logs as well as classroom
30%
and learning management in a week.

• Organized teams to champion instructional innovation

programs toward curricular responsiveness

• Conducts Instructional Supervision using appropriate

strategy
DEPARTMENT OF EDUCATION 10
 Objectives:

As instructional practitioners, we are

expected to:
1. describe duties and responsibilities of
instructional supervisors
2. identify indicators of teacher’s skill and will
along effective instruction
3. point out teacher’s skills along each of the
principles of effective instruction
4. categorize teachers for effective instruction

DEPARTMENT OF EDUCATION
 Analysis Questions

1. What is an effective instruction?

2. What are the indicators of teacher’s skills?
indicators of teacher’s desire to help all
students learn?
3. How can instructional leaders utilize their
understanding of effective instruction in
improving the delivery of the K-12 curriculum?
4. What insights have you gained from the
activity?

DEPARTMENT OF EDUCATION
• “Supervision is the glue that holds a
successful school together . . . a process
by which some person or group of people
is responsible for providing a link between
individual teacher needs and
organizational goals that individuals within
the school can work in harmony toward
their vision of what the school should be.”
Glickman, 1990

DEPARTMENT OF EDUCATION 13
Changing Context of Supervision

Early Years Current Practice

Bureaucratic Participatory
Inspectorial Democratic
Evaluative Supportive
Complimentary Empowerment
Transformational
Collaborative
Collegial

DEPARTMENT OF EDUCATION
 INSTRUCTIONAL SUPERVISION
PROFESSIONAL DEVELOPMENT AND TEACHER EVALUATION

coupled and auxiliary

with processes
Cycles of peer for extended
Cycles of directed/initiated growth
supervision supports
and
Pre-observation Differentiated
Conference forms of
Teaching supervision
Observation (collaborative,
Post-observation self-directed)
Conference

Mentoring,
Induction,
Study
groups
Professional ,Learning
Development clusters

Individual
 Teacher Action Research
Goal Self-directed learning
Setting
(IPPD)
Problem-based learning linked
to
Job Embedded learning

and

TEACHER EVALUATION
 NCBTS-TSNA
 CB-PAST

DEPARTMENT OF EDUCATION 15
Instructional Supervision that Supports
Teachers through the Professional
Learning Community

DEPARTMENT OF EDUCATION 16
DEPARTMENT OF EDUCATION 17
 DUTIES AND RESPONSIBILITIES OF INSTRUCTIONAL
SUPERVISORS 

Basic Function:

To provide support for teachers’ professional

growth and development in the improvement
of teaching-learning and learning outcomes.

DEPARTMENT OF EDUCATION 18
Areas of Duties and Responsibilities 
Support
  - Assumes leadership and
supervises teachers on the
improvement of instructional
programs specifically the teaching
INSTRUCTIONAL learning process.
SUPPORT for  
TEACHER - Motivates and supports teachers to
EFFECTIVENESS attain peak performance.
and EFFICIENCY  
  - Assists teachers in identifying
strengths and growth areas through
monitoring and evaluation.

DEPARTMENT OF EDUCATION 19
Areas of Duties and Responsibilities 
Support
  - Provides professional, technical
INSTRUCTIONAL and instructional assistance to
SUPPORT for teachers and school heads.
TEACHER  
EFFECTIVENESS - Promotes Dep ED programs and
and EFFICIENCY projects to improve teaching and
  learning.
 
- Promotes the efficiency of
teaching and learning in all
classes through observation and
visitations.
 
- Evaluates performance of
teachers.
 
DEPARTMENT OF EDUCATION 20
 Areas of Duties and Responsibilities 
Support
• Organizes seminars, workshops
and other in-service training
programs.
TEACHER
CAPABILITY • Conducts seminars, workshops
BUILDING and other service training
programs.

• Serves as consultant and/o

resource person in INSETs.

DEPARTMENT OF EDUCATION 21
 Areas of Duties and Responsibilities 
Support
• Initiates action research designed
TEACHER to improve instruction and
CAPABILITY academic performance.
BUILDING
• Conducts action research
designed to improve instruction
and academic performance

DEPARTMENT OF EDUCATION 22
 Areas of Duties and Responsibilities 
Support
CURRICULUM • Implements, monitors, supervises,
ENHANCEMENT
and assesses the school
curriculum to assure higher
learning outcomes.

• Evaluates learning outcomes vis-

a- vis the curriculum.

• Recommends changes in policies

affecting curriculum and
instruction.

DEPARTMENT OF EDUCATION 23
 Areas of Duties and Responsibilities 
Support
• Localizes/ indigenizes curriculum.

• Develops and promotes innovative and

CURRICULUM effective teaching –learning , approaches,
ENHANCEMENT strategies and techniques.

• Proposes innovations to improve

instruction.

• Implements innovative and alternative

delivery schemes in teaching-learning.

• Acts as consultant for all publications

DEPARTMENT OF EDUCATION 24
 Areas of Duties and Responsibilities 
Support
• - Undertakes periodic evaluation of
learners’ achievement as basis for INSET
and curriculum adaptation.
ASSESSMENT of
LEARNING • - Assists/ensures utilization of a range
OUTCOMES of assessment processes for learners
performance.

• - Leads in the evaluation of learners’

achievement and utilizes results to
improve learning.

• - Evaluates learning outcomes vis-a vis

the curriculum.

DEPARTMENT OF EDUCATION 25
 Areas of Duties and Responsibilities 
Support
• Evaluates learning outcomes vis-a vis the
curriculum.

ASSESSMENT of • Develops, promotes innovative and

LEARNING effective assessment approaches,
OUTCOMES strategies and techniques

• Assists teachers in identifying strengths

and growth areas through monitoring and
observation

DEPARTMENT OF EDUCATION 26
 CRISS
Criterion Referenced
Clinical Supervision CB PAST
Instructional
Supervision Strategy
a. Observing the teacher a. Pre-Observation Phase I – Start Up
Conference (Pre –Supervisory Visit)
b. Conferring the Teacher Observation of Teaching Phase II – Build Up
(Actual Supervision –School
Visit and Actual Supervision)

c. Conferring with Analysis of the Strategy Phase III – Closure /Move

Principal ( Principal-PSDS On ( Post Observation
Conference Supervision )

Post Observation
Conference
Post Conference Analysis

Next Step Planning

DEPARTMENT OF EDUCATION 27