school supervision


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  • school supervision

    1. 1. Divina Gracia D. Dizon
    2. 2. I. Classical Supervision Model offer support and exercise control over all schools deconcentrated Central Level Central supervision service Responsible for the elaboration of supervision policies, global planning, training and system control. Regional Level Regional supervision office Responsible for supervision in secondary schools, control of the development of education in the region. District inspectors Responsible for supervision in District Level primary schools, control of education development at the district level. Advisors and resource centres Advise primary and secondary school teachers. School Level Principal or head teacher Informal supervision of teachers.
    3. 3. I. Classical Supervision Model plays a comprehensive role costly coordination is complex heavy bureaucracy contractual accountability
    4. 4. II. Central Control Model  inspect each school from time to time and to publish public report  centralized in an autonomous unitCentral level Central inspection body In charge of full inspection of all schools every 3, 4 (autonomous) or 5 years and informing the public.Regional level No specific officersDistrict level No specific officersSchool School board Supervision of school managementSchool Head teacher Regular supervision of teachers, decides on the need to purchase advice from private providersPrivate service Private providers Offer advice to schools and teachers upon their request
    5. 5. II. Central Control Modelclear distribution of taskslittle bureaucracymakes schools responsibletoo little supporttoo much stress on schools and principalsa single inspection report decides on the school’s futurea mix of contractual and public (market) accountability
    6. 6. III. Close-to-School Support Model Strong support to needy schools and light control over all schools deconcentrated as possible Central level Central supervision service Small team in charge of development of supervision policies Regional level Regional supervision office Small team in charge of training supervisory officers District level In charge of offering intensive and District Supervision officers development oriented supervision to those schools most in need. In charge of controlling in Administrative controllers particular the finances of all schools. School Head teacher Informal supervision of teachers
    7. 7. III. Close-to-School Support Model top-light a flexible service: focus on needy schools releases supervision of administrative tasks does not cover all schools demand a strong database and a change in supervision culture a mix of contractual and professional accountability
    8. 8. IV. School-Site Supervision Model no external inspection school-site based Central level No specific supervision officers Regional level No specific supervision officers No external school inspection as such, reliance on indicator systems, examination and test results. District level No specific supervision officers Local level School board or council In charge of supervision of the management of the school: the role of the head teacher School Head teacher and senior staff Regular supervision of teachers; decide on the need to ask advice from teacher training officers All staff Involved in school self-evaluation and development of school improvement plans
    9. 9. IV. School-Site Supervision Model puts responsibility on actors, who can make the difference little bureaucracy stress on schools needs a strong national evaluation system a mix of professional and public (partnership) accountability
    10. 10. • The Four Models of School Supervision are NOT EXAMPLES to be followed but serve as SOURCES of INSPIRATION. MSTWEETY13 