Why Classroom Supervision? The quality of a SCHOOL is almost directly proportionate to the quality of classroom INSTRUCTION given in that school;The quality of classroom instruction given in a school is very much dependent upon the quality of the TEACHERS who teach in that school;The quality of performance of the teachers in the classroom is often related to the type of classroom SUPERVISION they have received.

How can we improve teachers performance and the quality of classroom teaching and learning?Whats happening inside the classroom?What are students learning?How are teachers teaching?Should you enter or should you stay away?What should you do once you enter?How do you discover what is really going on between teacher and students?

HISTORY OF SUPERVISION IN THE PHILS. (RUIZ 1972)

1900 - 1924Largely inspection and its chief purpose was CONTROL. Supervision was conducted by municipal, provincial officials or Local School Board.1925-1941Shift in authority, from municipal officials to academic supervisors. Emphasis was on Specialization. Supervisors decided on what to be taught to whom.1946-1969Supervision was described as democratic process. Supervisors established greater rapport with teachers and assisted them to improve classroom performance. 1970 to presentCogan and Gold hammer experimented with Collaborative supervision and gave birth to a process of CLINICAL SUPERVISION.

CLINICAL SUPERVISIONIt can be defined as the type of instructional supervision which draws its data from focused observation of a previously planned class and which involves face-to-face interaction between supervisor/principal and teacher in order to improve the quality of instruction.

Clinical Supervision is more democratic, more teacher-centered and more interactive since content, time and places are mutually agreed upon by supervisor and teacher.

PRE-OBSERVATION CONFERENCE WITH THE TEACHEROBSERVATION OF CLASSROOM INSTRUCTIONANALYZING AND INTERPRETING THE OBSERVATION AND DETERMINING CONFERENCE APPROACHPOST OBSERVATION CONFERENCE WITH THE TEACHERPOST- CONFERENCE EVALUATION

Step 1a. Purposes of Pre-Observation Conference

1. Confirming and Nurturing the Teacher-Supervisor Relationship2.Fluency3.Rehearsal4.Revisions5. Agreement

Pre-observation conference with the teacher

Step 1The principal will conduct a conference in which the teacher will:

a. describe the lesson to be observed.b. describe what he will be doing during the lesson.

Pre-observation conference with the teacher

Step 1

c. Describe expected student behaviors.d. Predict problems, rough spots, weak points, concerns, etc.Pre-observation conference with the teacher

Step 1e. Agree with the observer on the focus of observation.Pre-observation conference with the teacher

Step 1f. Agree with the observer on the schedule of the observations and the lesson to be observed.g. Agree upon the observers role(What will be observed and what data will be collected.)Pre-observation conference with the teacher

Step 1h. Agree with the observer on the time for post observation conference.Pre-observation conference with the teacher

Step 1c. Pre-observation Tool Instructional Supervision Form 1 Prescribed by DepED

According to Goldhammer,during the pre-observationconference it would be helpfulfor both teacher and observer toanticipate rough spots or problemareas during the pre-observationconference but this is notstipulated in IS Form 1.Pre-observation conference with the teacher

Step 2

Supervisor observes the class so that he or she may analyze it with the teacher afterward.

Todays data are employed as a source of tomorrows agenda for supervision.Observation of Classroom Instruction

Step 2TECHNIQUESa. Observe in a manner that does not interrupt instruction.Observation of Classroom Instruction

Step 2TECHNIQUESb. Record data as instruction takes place (selective verbatim).Observation of Classroom Instruction

Step 2TECHNIQUESc. Record what you see or hear.Observation of Classroom Instruction

Step 2TECHNIQUESd. STAR observation/ recording recommended.Observation of Classroom Instruction

Step 2TECHNIQUESe. Do whatever is possible to make the observation a non-threatening experience.Observation of Classroom Instruction

Step 3PURPOSE:Analysis makes observational data intelligible and manageable.Analyzing and Interpreting the Observation and Determining Conference Approach

Step 3PURPOSE:2. Plan the management of the supervision conference to follow that is, to determine what issues to treat, which data to cite, what goals to aim for, how to begin, where to end, and who should do what.Analyzing and Interpreting the Observation and Determining Conference Approach

Step 3The principal leaves the classroom with the recorded observations and seeks solitude in an office or corner to study the information.Analyzing and Interpreting the Observation and Determining Conference Approach

Step 3How to prepare for the conference?From selective verbatim recorded, make a STAR.Analyzing and Interpreting the Observation and Determining Conference Approach

Step 3How to prepare for the conference?b. Identify behavior to be maintained.c. Identify behavior to be changed.Analyzing and Interpreting the Observation and Determining Conference Approach

Step 3How to prepare for the conference?d. Prepare strategies for the post conference.e. Be sure to identify positive points.f. It may be helpful to have someone else help analyze the data if someone is available.Analyzing and Interpreting the Observation and Determining Conference Approach

Step 3How to prepare for the conference?g. Analyze and understand todays teaching in order to modify tomorrows teaching.Analyzing and Interpreting the Observation and Determining Conference Approach

Step 3How to prepare for the conference?h. After analyzing observational data, make decision about how supervision conference should be conducted.Analyzing and Interpreting the Observation and Determining Conference Approach

Step 3How to prepare for the conference?i. Determine the interpersonal approach to use with the teacher in the post conference. Analyzing and Interpreting the Observation and Determining Conference Approach

Step 4Post Conference - is where the hard work of supervision bears fruit.According to Covey, it is the win-win area.Post -observation Conference with the teacher

Step 4Consider the following:Place TimeStrategy AttitudeListeningBe positivePost -observation Conference with the teacher

Step 4Establish rapport.Listen more and talk less.*Getting the teacher to talk during the post conference is an art. * The more the teacher enters into the discussion, analyzes the class observed and begins to criticize her/his own performance, the better.Post -observation Conference with the teacher

Step 4c. Assist the teacher analyze the lesson by asking questions like:* Were the objectives realized?* What went well? What were the indicators to support your realization?*What factors cause some problem to arise?* In what part of the lesson did your pupils find the difficulty? What did you do to solve the problem?Post -observation Conference with the teacher

Step 4d. Provide positive feedback to the teacher. Point out the strengths and commend teacher for whatever innovation, effective strategies employed. e. Do not tell teacher what to do rather assist him/her to realize what could be done. Do away with prescribing what to do.f. Finally plan for improvement for next visit.Post -observation Conference with the teacher

Step 4Or Use Instructional Supervision Form 2

Use approaches that strengthen a teachers capacity for greaterreflections, and self reliance in makingimprovements in classroom teachingand learning.The post conference is held todiscuss the analysis of the observationand finally produce a plan forinstructional improvement. Post -observation Conference with the teacher

Step 5Critique of previous four steps.There is not only supervision of teaching but also supervision of supervision.Time to review whether the format and procedures from pre-conference to post-conference were SATISFACTORY and whether revisions might be needed before repeating the sequences.Need not be a formal session.

Post ConferenceEvaluation

Step 5Can be a brief discussion.

a. Between Teacher and Principal*What was valuable in what we have been doing?*What was of little value?* What changes could be suggested?Post ConferenceEvaluation

Step 5Can be a brief discussion.

b. Between Principal and SupervisorA conference between the principal and the supervisor to assess the conferencing skills used.Analysis of the supervisory conference to improve supervisory practices.Post ConferenceEvaluation

Step 5* Indicate that principal and teacher are both involved in the improvement efforts.Post ConferenceEvaluation

CRITERION-REFERENCED INSTRUCTIONAL SUPERVISION STRATEGY (CRISS)

Criterion-Referenced Instructional Supervision Strategy* an alternative to : -inspection, -coercion, -prescription type of supervision * CRISS is based on the assumption that the prime reason why a teacher is in the classroom is to effect desirable changes in the learners.

Criterion-Referenced Instructional Supervision StrategyThe intended change in the learner can be considered the criterion by which the teacher can be assessed in the adequacy of his efforts.

Criterion-Referenced Instructional Supervision StrategyFocus of CRISS :

- is what happens to the learners as the consequence of what the teacher does CRISS is designed to help teachers grow in:

- self-direction- self-confidence - professional maturity

In life what really matters is NOT the position you hold but the SERVICE you do for others, whether you are a leader or a mere follower.