Chapter 2

Educational Supervision

Martin M. Chemers in Hoy and Miskel said “leadership is a process of social

influence in which one person is able to enlist the aid and support of others
in the accomplishment of a common task.”
On the educational context, especially at school, Bush and Glover defined
the leadership as follow:
• Leadership is a process of influence leading to the achievement of desired
purposes.
• Successful leaders develop a vision for their schools based on personal
and professional values.
• Leadership needs at least two central factors which related inside.
 They are power and authority, plus the interaction of people in groups.
 Educational Supervision
• Peter Hawkins and Robin Shohet (2006: 225) said that
“supervision is a quintessential interpersonal interaction
with the general goal that one person, the supervisor,
meets with another, the supervisee, in an effort to make
the latter more effective in helping people.”
• The Association of Professional Executive Coaching
Supervision
and Supervision (APECS) refers to supervision as ‘the
Definitions
relationship between the coach and a qualified person
who is not in any managerial relationship with the coach
wherein the coaching work with particular clients may
be discussed in strict confidence with the purpose of
enhancing the quality of the coaching work and of
ensuring client safety
 Educational Supervision
• Wiley (2004: 11) said “Supervision is a means of
offering to teachers, in a collegial, collaborative, and
professional setting, specialized help in improving
instruction and thereby student achievement.”
Supervision
Definitions Therefore, educational supervision is professional guidance
for teachers. Professional guidance provides an opportunity
for them to grow professionally. They are going to advance
in their job, i.e. to improve and enhance student learning.
 Educational Supervision
There are several principles that can be used in carrying
out educational supervision:
• Supervision should be scientific - Scientific includes
systematic, objective and instrument usage. Systematic
means implemented on a regular basis, planning, and
sustainable.
Principles of
• Supervision should be democratic - Democratic means
Supervision
upholding the principles of deliberation, have a strong
hospitality and able to accept others' opinions.
• Supervision should be cooperative - Cooperative means
cooperation of all staff in data collection, data analysis
and development of teaching-learning process should be
done the way cooperation of all school staff.
 Educational Supervision
• Supervision should be constructive and creative -
Constructive and creative mean to assist the initiative of
teachers. They encourage teachers to actively create an
atmosphere where everyone feels safe and free to
develop its potential
Roles of Supervisor
Laura Pedersen (2007: 4) said that the school supervisor
plays three roles:
• Counselor – participating with the intern in self-
exploration; establishing boundaries; becoming aware of
one’s values and possible biases; and confronting the
range of emotions that inevitably occur.
 Educational Supervision
• Teacher – imparting new knowledge; refining skills as
requested by the intern or as the occasion calls for;
inquiring about the cognitive theoretical orientation of
the intern; demonstrating by example as a role model;
assuring the intern has a range of experiences; and
observing and providing feedback on performance.
• Consultant – meeting weekly with your intern;
Roles of Supervisor
responding to intern special request for a conference to
discuss a specific counselee, or approach/technique the
intern utilized; emphasizing professional commitment
and improvement.
Commonly, the supervisor is a former teacher or school
principal. He had been known how to teach and how to
lead in the school.
 Educational Supervision
Various techniques can be used in the supervisors to help
teachers improve teaching and learning situations. They are
group techniques or individual techniques. Then, face to
face technique and indirect techniques through visual,
audio, and audio-visual communication media. Some
techniques can be used by education supervisors:
Educational
• Classroom visits are planned to be able to obtain a
Supervision
description of teaching and learning in the classroom.
Techniques
• A meeting between the supervisors with a private
teacher to discuss the special problems faced by
teachers.
• Meetings between supervisors with the teachers at
school. Usually to discuss common problems related to
repairs and also the quality of education.
 Educational Supervision
• Visits inter classes or inter schools is an activity that is
primarily for the mutual exchange of experience among
Educational teachers or principals about improvement efforts in
Supervision teaching and learning.
Techniques • Meetings at working group overseers, the working
group principals, and teachers' working group meeting,
the central activities of teachers and so on.
• Clinical supervision is a people-centered approach
which focuses on formative evaluation This model
replaces the traditional methods of supervision and aims
Educational to assist teachers improve their performance and further
Supervision Models professional development. Cogan (1973) defines it as
“… the rationale and practice designed to improve the
teacher’s classroom performance. It takes its principal
data from the events of the classroom.
 Educational Supervision
• Developmental Supervision - In developmental
supervision, there are four main supervisory approaches
which are directive, directive informative, collaborative
and non-directive. Glickman et al. (2004) categorizes
supervision behaviors as listening, explaining,
encouraging, reflecting, showing, problem solving,
Educational
talking, giving directives, standardizing and
Supervision Models
consolidating and combine these behaviors into these
approaches to decide if the teacher or supervisor to be
responsible in making decision.
• Differentiated Supervision - Differentiated supervision
is mainly teacher-driven and the supervisor plays role as
a mentor to the teacher.
 Educational Supervision
• In this model, supervised teachers’ needs, skill levels,
past experience and motivation towards subject matter
are taken into account. As teachers may vary in these
ways supervisor should use different methods.
According to Glatthorn (1997), there are four
alternatives in differentiated supervision that are 1)
intensive development (a special approach to clinical
Educational
supervision), 2) cooperative professional development,
Supervision Models
3) self-directed, and 4) administrative monitoring.
• Teachers choose one of the supervisory options and the
supervisor work together with the teacher towards the
focused area.
• Contextual Supervision - Contextual supervision is a
model which adapts the supervision to the different
situations rather than using existing models.
 Educational Supervision
• This model is suitable to supervisory styles with
teacher’s developmental level to complete the selected
teaching task. Based on this model, teacher’s
developmental level refers to their level of confidence
(enthusiasm, willingness motivation, interest) to
complete certain task and competence (skills, capability,
Educational knowledge) their involvement in the task. This model is
Supervision Models also an adaption of situational leadership as the
supervisor or instructional leader’s leadership styles will
be vary to match the teacher’s developmental level.
• Peer Supervision - Peer supervision is a voluntary and
confidential process in which competent professionals
with adequate training, observe and conference with
another, sharing their expertise and experience.
 Educational Supervision
• They provide one another with feedback, support, and
opportunity to reflect upon practice. This kind of
Educational supervision is carried out among peers that provide a
Supervision Models room for collaboration that is intended to improve
effectiveness. To carry out this process, tools like
portfolios and class observation charts are necessary.
 Educational Supervision
Educational Supervision Types
 Educational Supervision
Educational Supervision Philosophies