teaching-learning process

1. MY TOPICS
Planning Supervisory Observation
Observations the Teaching and Learning Situation
Principles of Observation and Suggestion
CHERRYLYN CAPANGPANGAN,PH.D
MA. MILVA A. JIMENEZ
Reporter

2. Planning Supervisory Observation
Supervisory Plan- defines the rights and
responsibilities of all parties and determines, for
example, the division of responsibilities between
the supervisors and the number of meetings.
Instructional Supervisory Plan- is a detailed in-
service education and leadership set of activities
or actions that a principal or supervisor takes to
promote growth in students learning.

3. What Should Be Planned?
 Objective
 Controls
 Delegation
 Communications
 Resources
 Methods and Procedures
 Manpower
 Equipment
 Supplies and Materials
 Utilization of time
 Safety
 Money
 Work
 Timing of improvements

4. The aims of instructional supervision are as
follows:
1. To provide objective feedback to teacher
2. To diagnose and solve teaching problems
3. To help teachers develop their strategies and
skills
4. To evaluate teachers for promotions or
appointment
5. To help teachers maintain a positive attitude

5. Planning Supervisory Observation
ELEMENTS OF AN EFFECTIVE SUPERVISION PLAN
Supervision plans are a key tool for effective
supervision and should be reviewed and refined.
“supervise” should be involved in the plan’s
development and clearly understand the context.
At a minimum, supervision plans should include:
• Responsibilities
• Strategies
• Evaluation
• Feedback

6. Observations the Teaching and Learning Situation
 The process of observing teaching provides both the
observee and observer with the opportunity to learn
from each other.
 It is also provides opportunity to disseminate good
practice amongst colleagues by sharing thoughts or
teaching practice and supporting each other
development
A Classroom Observation- is an act of watching a
teacher’s performance in their classroom or learning
environment.

7. AIM OF EDUCATION
 Give school administrators and supervisors a general
ides of the type of citizens that the country wants its
school to produce, give the goals towards which all
education efforts should be directed, determine the
curriculum and the kind of practices that should
permeated the school system.
The Purpose of Observations
 The purpose of undertaking observations of teaching
and learning is to ensure that high standards are
maintained within a school, college or training
provider.

8. There are a number of different types of lesson
observations, these include:
 Quality/ Graded Observations
Quality/ Graded observations are often formal, with the observer
giving no or very little notice of the time and date an observation is
to take place.
Developmental/ Un-Graded Observations
Un-graded observations are becoming more popular within schools,
colleges and training providers.
Learning Walks
Another model of observation is a learning walk. A learning walk is
when an observer only observes a session for 10-15 minutes and
focuses on a specific aspect or theme, such as equality and diversity,
assessment practice or differentiation.

9. Peer Observations
The final model of observations to consider are peer
observations. Peer observations are when teachers are
observed by their peers, rather than a senior manager or
manager, as often happens with the three models discussed
previously. Peer observations can also be undertaken with
two peers, so there are two observers in a session.

10. PRINCIPLES TO BE CONSIDERED IN OBSERVING THE
TEACHING – LEARNING SITUATION
 Enter the classroom quietly.
 Study the teacher and his teaching.
 Do not criticize the teacher before or within teaching and learning
process.
 Do not butt in during recitation.
 Preserve the impersonal, objective, and scientific attitude.
 Do not criticize the error of the teacher if he has no solution to offer.
 Know that democratic leadership must be based on.
 Concentrate on one or two items at a time.
 Keep some form of visitation record.
 Leave the classroom quietly.

11. 5 Principles of Learning
1.Participation
2. Repetition
3. Relevance
4. Transference
5. Feedback

12. 5 Principles of Learning
1.Participation- Learning should permit and encourage
active participation of the learner.
2. Repetition- An important principle of the learning is to provide
the learner with the opportunity for practice and repetition.
3. Relevance- Learning is helped when the material to be learned
is meaningful.
4. Transference- Because the training occurs in a special
environment, an important question to ask is whether learning
will transfer to the actual job situation.
5. Feedback- Feedback gives learners information on their
progress. Performance feedback is a necessary prerequisite for
learning.

13. Observation and Suggestion/
Recommendations
1.Select 3-5 Priority Indicators
2.Observe Teachers 6-10 Times Per Year
3.Play the Referee- Stay Neutral
4.Score After the Observation
5.Provide Feedback Within 24 Hours

14. Observation and Suggestion/
Recommendations
1.Select 3-5 Priority Indicators- NEE recommends
schools select three to five priority indicators to measure
during observations.
2.Observe Teachers 6-10 Times Per Year- NEE
recommend observing each classroom six to ten times
per year.
3.Play the Referee- Stay Neutral- Before and during the
observation, remember to play role of the referee.

15. Observation and Suggestion/
Recommendations
4. Score After the Observation- Because the concrete
descriptors of the rubric are based on the percentage of
time and/or students involved in each of the observed
teaching practices, it is crucial to only enter scores after the
observation is complete.
5. Provide Feedback Within 24 Hours- We say this
often, but is an essential belief for NEE: Provide face-to-face
feedback in a conversational manner within 24 hours of
each observation.

16. “A Supervisor should serve as an agent of
development to his subordinates.”
RAPONSEL S. PACSI

17. Thank You
and
To God Be The Glory.