3. Supervision means to direct, oversee, guide or to make
sure that expected standards are met.Thus, supervision
implies the process of ensuring that principles, rules,
regulations and methods prescribed for purposes of
implementing and achieving objectives are effectively
carried out.
Supervision therefore involves the use of expert
knowledge and experiences to oversee, evaluate and
coordinate the process of improving an organisation.
7. Supervision is necessary because:
1. Not all teachers are dynamic and knowledgeable but the system is dynamic.
This means that supervision is necessary so as to enable these categories of
staff.
2. Staff need to be skilled and up to date in their profession and this can only be
achieved when they are supervised regularly and effectively in order to enhance
good relationship between supervisors and teachers.
8. 3. To ensure the stimulation of professional growth of staff and the entire system
and to motivate staff.
4. To ensure that the employees do what is expected of them.
Based on the above assertions we may able to assert that the need for proper and
effective rigorous supervision is to create a good atmosphere for dynamism,
professionalism, improved performance of the staff and ultimately the students.
15. Supervisors usually wear two or three other hats, but
their specific responsibilities tend to include some or all of
the following arranged in order of scope or reach:
1. Mentoring or providing for mentoring of beginning
staff to facilitate a supportive induction into the
profession.
2. Bringing individual staff up to minimum standards of
effective performance (quality assurance).
3. Improving individual staff competencies, no matter
how proficient they are deemed to be.
16. 4. Working with groups of teachers in a collaborative
effort to improve students’ learning/performance.
5.Working with groups of teachers to adapt the local
curriculum to the needs and abilities of diverse groups
of students while bringing it in line with state, national
and international standards.
6. Relating teachers' efforts to improve their teaching
to the larger goals of school wide improvement in the
quest for quality learning for all children.
29. Let me make one other thing clear: all of
these skills are simple and basic. For some
of these, you’re going to think “Obviously
– of course that’s what a supervisor should
do.” However, just because they are simple
does not mean they are EASY. If they
were, everyone would be an amazing
supervisor.
30. 1. Listening –This one is simple right? Well as I said before, simple
and easy are not the same things.
Try this: the next time you’re talking to someone, try forcing
yourself not to speak for 2 full minutes. Really listen to what the
person is saying.You will know how difficult it is for you to stay
quiet.
2. Availability – Availability can mean a lot of things, both tangible
and intangible. On the tangible side, it means being physically
present at work and in the office/designated space. Of course,
you’re not going to be at your desk every second of the day, but
hiding away all day or by taking too many off-duty excuses isn’t
productive. On the more intangible side, availability means being
mentally present and available – and being clear about when you
can’t be. If you are under a lot of stress in meeting deadlines, you
need to let your supervisees know that you won’t be able to help
them think through a challenge. But don’t let the ‘can’t’ times take
over the ‘can’ times or you’ll create problems.
31. 3. Mission-focused/priority-setting – Here is what priority setting
comes down to: Figure out what is most important. Do that first.
It is that simple and that difficult. We are mission-focused
organizations and everything we do, everyday, should help us
achieve that mission.
4. Transparency – Not every decision needs a full, 360 degree
explanation, but lots of secrecy is frustrating and ultimately dis-
empowering to those you supervise. Being transparent also means
admitting when you’re wrong or when you don’t know the answer.
No one is perfect and if you constantly try to hide behind a perfect
image, the downfall will be that much harder.
32. 5. Delegation – Delegation is arguably the hardest of these skills
to learn and perfect. Delegation basically means transferring
decision-making authority to another employee for a task not
necessarily within one’s job description while still retaining
ultimate responsibility for the task.There are three key pieces of
this:
Responsibility – setting clear expectations, but not step-by-step
instructions on how something should be done
Authority – the delegatee is given the right to make decisions
Accountability – delegatee is responsible for the work, but
delegator has ultimate responsibility
6. Taking Responsibility and Giving Credit –When you delegate
authority, you are responsible for what your supervisee does.You
must take responsibility for the mistakes. BUT – you must also
give credit for the good things.
33. 7. Realism – Again, simple: DO NOT make commitments that you
and your staff can’t keep. Promising the world to a funder, sponsor
or partner does no one any good – especially if you can’t deliver.
Putting that extra pressure on your employees (not to mention
yourself) just creates all kind of unnecessary stress.You also need
to be realistic about what you can do as a supervisor – don’t be a
bottleneck.
Supervisory skills are an integral factor in how well a manager
relates to his employees. If misunderstandings, tardiness,
absenteeism, missed deadlines or shoddy work are plaguing your
department/unit/organisation, then it might be time to reassess
how well you relate to your workers and change your focus to
improving your supervisory skills so that your employees can be
productive and feel good about their work experience with you.
