EDUC 203 PRINCIPLES OF EDUCATIONAL

ADMINISTRATION
PARADIGM SHIFT:
ADMINISTRATION AND
SUPERVISION TO
INSTRUCTIONAL LEADERSHIP
 EDUC 203
PRINCIPLES OF
EDUCATIONAL
ADMINISTRATION

PARADIGM SHIFT: ADMINISTRATION AND

Professorial lecturer: SUPERVISION TO INSTRUCTIONAL
LEADERSHIP
Mr. Hernan Dungca Report prepared by :
Mr. Samuel R. Catantan

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Introduction:
The quality of education has been the subject of
studies and research in many countries, including
the Philippines, for the past decades. The concern
for quality education and quality monitoring brought
to the forefront of renewed interest in Supervision
coupled with quality monitoring. (Goddard and
Richards 1998)

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 OBJECTIVES
1. Explain the reconceptualization supervision to
instructional leadership
2. Criticize the roles of persons involved in the
experience of administration of the Philippines.
3. Identify the different approaches to curriculum
development

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 III. Content
Based on the Dissertation of WILLIAMS, Edward Ward, 1922-THE ADMINISTRATION AND SUPERVISION OF BUSINESS EDUCATION
CONCEPTUALLY DEFINED. The University of Oklahoma, Ed.D., 1968 Education, administration. Page 10

ADMINISTRATION
Educational Administration.
— Educational administration
is the specialized activity
concerned with the direction,
the control, and the
management of all resources
of people and things toward
the realization of the
predetermined goals and
objectives of the institution.
SUPERVISION
Educational Supervision.
— Educational supervision
is the positive, democratic
action taken by school
administrators in providing
leadership of all
educational workers in the
development of a better
learning situation for the
individuals involved.

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The shift from
Supervisory to
Instructional Leadersh

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What is Instructional Leadership?
Instructional leadership is the idea that principals and
administrators should shift away from their managerial
roles toward leadership that focuses on building a
community of learners, in turn sharing those managerial
responsibilities with others. Principals should be visible
and accessible, serve as an instructor, have strong
communication skills, and provide necessary teaching
resources.

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Instructional leaders
Instructional leadership encompasses- Those actions that a
principal takes or delegates to others, to promote growth in
student learning (Debevoise; 1984) It comprises the following
task:
a. Defining the purpose of schooling
b. Setting school-wide goals
c. Providing resources needed for learning to occur
d. Supervising and evaluating teachers
e. Coordinating staff development programs
f. Creating collegial relationships with and among teachers.

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Marsh; 1992 defines
Instructional Leadership, “as
something specific to a principal.
It refers to anything that school
leaders do to improve teaching
and learning in the school. It
focuses on learning and its
promotion. This is the reason
why instructional leaders are
also called learning leaders”

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What is the difference between leadership and
management?

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Who plays the role of instructional leadership?

Provision in RA 9155 (Governance of Basic Education Act 2001) States (The Shift
in Locus and Focus of the Leadership Roles of Principal in School Improvement)
“There shall be a school head for all public elementary schools or a cluster thereof.
The establishment of integrated schools from existing public elementary and public
high schools shall be encouraged.”
The school head, who may be assisted by an assistant school head, shall be both an
instructional leader and an administrative manager. The school head shall form a team with
the school teachers/learning facilitators for the delivery of quality educational programs,
projects, and services. A core of non-teaching staff shall handle the school’s administrative,
fiscal and auxiliary services.

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What are
the roles of
instructional
leaders?

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 1. Setting the mission, vision, goals, and objectives of the school.
2. Creating an environment within the school that is conducive to
teaching and learning.
What are 3. Implementing the school curriculum and being accountable for
higher learning outcomes.
the roles of 4. Developing the school education program and school
improvement plan
instructional 5. Offering educational programs, projects, and services that
provide equitable opportunity for all learners in the community.
leaders? 6. Introducing new innovative methods of instruction to achieve
higher learning outcomes.
7. Administering and managing all personnel, physical and fiscal
resources of the school.
8. Recommending the staffing complement of the school based
on its needs.
9. Encouraging staff development
10. Establishing school and community network and encouraging
the active participation of teachers’ organizations, non-
academic personnel of public schools, and parents-teachers-
community associations.

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The role of Instructional
Leaders in Curriculum
Development.

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Principals play a key role in the delivery of quality
instruction. Their responsibilities include ensuring
educational strategies are in place that supports
effective learning for all students. They serve as a
facilitator, guide, and supporter of quality
instructional practices. Because the principal serves
as the educational leader of the campus, it is
imperative that they have a working knowledge of
effective instructional strategies and understand the
needs of their students and teachers. Principals
should understand good teaching strategies
appropriate for all students

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The different
approaches
of curriculum
development

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The curriculum is the heart and
soul of any educational process. It
is the sum of all that is rendered
by an educational institution in
bringing out the required changes
in the child. The curriculum is an
instrument to fulfill the objectives
of the institution.

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 Approaches to the curriculum are a design for deciding
the various aspects of curriculum development and
transactions. It is a planned pattern of organization that the
teachers follow in providing learning experiences to the
learners. There are various approaches to curriculum
development. The Indira Gandhi National Open University
(IGNOU, 1997) has grouped them into 4 categories:

1. Subject-centered Approach
2. Broadfield’s approach
3. Social Problems Approach
4. Learner-centered Approach

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According to the subject-centered Subject-centered
approach, the curriculum is organized Approach
around separate subject areas of
knowledge. This is one of the most widely
used approaches in curriculum
development. The main responsibility of
the curriculum planner is to determine the
different subject areas to be offered and
the different learning experiences from
each subject to be offered. The program
of studies may be divided into different
subjects like language, mathematics,
science, and social studies. Etc.

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 Broadfield Approach
In this approach, the curriculum is
organized by combining two or more
subject areas into a single broad field.
Two or more closely related subjects/
disciplines are integrated from a broad
field. For example, a broad subject of
Biology is developed by combining the
knowledge of subjects like botany,
zoology, physiology, anatomy, etc.

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 Subject integration
across all learning areas
Integration of subjects allows
us to cross the lines between
different subject-matters and
emphasize unifying concepts
instead. 

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 Social problems Approach
In this approach, we organize the
curriculum around major problems found
in society. The curriculum developed
through this approach creates awareness
among the learners regarding social
problems and enables them to solve
these problems. Through this approach,
courses such as environmental
problems, religion, population,
communication, technology, etc. can be
developed.

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 Learner-centered Approach
This approach focuses on the personal and
social needs of the learners in the course
content. This approach prepares the children to
face the present, rather than the future.
Psychologically sound and purposeful learning
experiences should be planned to meet the
learner’s needs. The learning experiences
should be related to the development stages of
the learners like peer group interaction,
developing personal values, developmental
changes during puberty, adolescents, etc.

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 Conclusion
Instructional leadership is leadership that supports the development
of teaching and learning. Instructional leadership represents specific and
focused practices in which school leaders engage in intentional support for the
development of effective teaching and learning in schools.  What is unique
about instructional leadership is that first and foremost, it is tightly connected
to the work of improving learning for students. Leadership is complex
work and can have a range of purposes. For example, some
leadership tasks may be primarily managerial and not directed toward
improving learning and teaching. The motivation for instructional leadership is
the improvement of instruction. As future school heads our roles as leaders
are not only for administration and supervision but also as instructional
leaders that focus on the development of the curriculum and instructions for
the learners.
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 References
Dissertation/related studies

WILLIAMS, Edward Ward, 1922-THE ADMINISTRATION AND

SUPERVISION OF BUSINESS EDUCATION CONCEPTUALLY DEFINED.
The University of Oklahoma, Ed.D., 1968 Education, administration

Internet
https://www.slideshare.net/denmarkhernandez/instructional-leadership-052612

https://targetnotes.com/principles-of-educational-administration/

https://inclusiveschools.org/the-principals-responsibilities-in-supporting-quality-instruction/
https://specialeducationnotes.co.in/paper9Unit1.htm

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 Question and Answer

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