ELM 313-ADVANCE CURRICULUM

DEVELOPMENT AND LEADERSHIP

TOPIC: EDUCATIONAL PRINCIPLES ON

TEACHING AND SUPERVISION

SHUN MICHAEL VILLEGAS

Presenter
Saturday | February 27, 2021
1:00PM-3:00PM

Prof. ROWENA T. ULALAN, PhD

 • Effective teaching depends on
your instructional goals: what
you are trying to teach
Instructional • Different instructional goals
Goals and require different teaching
strategies
Effective • Effective teaching is the teacher’s
Teaching ability to use various ways of
teaching to accommodate a
variety of learning goals and
styles
 1. Knowledge of the content they teach
Characteristics 2. Passionate commitment to teaching
of the expert 3. Work to increase students’ motivation
and self-responsibility
teacher 4. Engage in reflective inquiry
5. Flexible in teaching
6. Continuously assess student progress
and provides feedback
 supervisors are
humans who make
Knowing oneself
human decisions
as an educator, as
about school
a supervisor is
improvement,
necessary
teaching
effectiveness

Beliefs about Know your biases

Although effective
instruction
depends on the
education teacher’s
instructional goals,
teachers and
educational beliefs supervisors’
influences educational
definition of philosophies have
effective teaching a great impact on
and instructional instruction and
improvement improvement
efforts.
Three educational philosophies of
supervision
Essentialism Experimentalism
The supervisor is the The supervisor works
democratically with teachers to
person who teaches truths
achieve collective ends that
about teaching to teachers. will help everyone.
Direct Supervision-The Collaborative Supervision-
supervisor’s role is to the supervisor’s role is to
inform, direct, model and guide the problem-solving
assess competencies. process, be an active member
of the interaction and keep the
Supervisor is the expert teacher focused on their
common problem
Existentialism
The supervisor provides an
environment that enables
the teacher to explore
his/her or capabilities, does
not dispense information
and encounters the teacher
as a person of Full
importance.
Non-Directive
Supervision-the
supervisor’s role is to listen,
be non-judgmental and
provide self-awareness
experiences for teachers.
 Direct Supervision = high supervisor
Educational responsibility and low teacher responsibility
Beliefs in Collaborative supervision =equal supervisor
terms of and teacher responsibility

supervisor Nondirective supervision =low supervisor

responsibility and high teacher
and teacher responsibility
There is no right or wrong philosophy;
responsibility combination of philosophies exist
Effects of
• A person’s cultural background plays a
large role in what he/she beliefs about
education
• Educator’s beliefs about education are

cultural influenced by cultural assumptions

they may not be aware of i.e, what are
some of your biases?

beliefs
• These assumptions can influence the
curriculum which educators design,
relationships with parents and
students, lessons taught, etc.
 Questions to reflect upon when identifying

Effects of
cultural assumptions with individuals and
groups:
• Do I have more difficulty working with some
cultural groups than others? If so, why?

cultural • How does my cultural background contribute

to my perceptions of effective teaching?
• How do our cultural beliefs affect the way

beliefs
students are grouped and placed in various
programs in our school?
• How do our cultural beliefs affect the way we
assess student learning?

(cont.) Better understanding of cultures achieved

through interaction can overcome personal bias,
change educational beliefs and form a more
diverse educational practice.
Supervisory •
•
Listening
Clarifying

Behavior •
•
Encouraging
Reflecting

Continuum •
•
•
Presenting
Problem solving
Negotiating
• Directing
• Standardizing
• Reinforcing
 Listens, clarifies, encourages and reflects
–comes from a nondirective interpersonal
approach. High teacher control and low
supervisor control
The
supervisory Presents, problem solves, and negotiates-
comes from collaborative interpersonal
behavior approach. Control is shared equally

continuum Directs, standardizes, reinforces-comes

from a directive interpersonal approach.
Low teacher control and high supervisor
control
 We must make sure that how we perceive
ourselves is consistent with how others perceive
us. We may believe that we use one approach
but are viewed by others as using another
approach.
Pane 1 represents our public self-what everyone
Johari knows about us
Pane 2 represents the blind self- what others see
Window us do but we are unaware of
Pane 3 represents the private self- what we do in
private unknown to others
Pane 4 represents the unknown self-actions that
we and others are unaware of
Johari window (Cont)
• As supervisors, We must decide how private or public we want
to be with our staff and determine if we want our staff to be the
same way with us
• We can not be blind to our own behaviors and the effects our
behaviors have on others
• We can only improve what we know
• We can not only believe our own self-perceptions
 • Through the use of the supervisor’s self-
assessment survey, supervisors can
compare their self-perceptions with teacher
perceptions of their performance (see pgs.
Tools for 108-109)

Comparing self- • Gather data while the supervision is

interacting with teachers. The supervisor
perceptions with can analyze the collected data for the
purpose of improved supervision.
others’ perceptions
• 360-Degree feedback- a multi source
and recorded assessment with feedback from all groups
behaviors that the supervisor works with. Used to
find supervisory strengths and
weaknesses. The supervision then Works
with a mentor or coach to design an action
plan for improvement.
Reference

• Glickman, c., Gordon, s., Gordon-ross, j. (2014). Supervision

and Instructional Leadership. Upper Saddle River, NJ:
Pearson Education, Inc.
THANK YOU