Clinical supervision handbook by dr. lorenzo o. capacio

DEPARTMENT OF EDUCATION- DIVISION OF MALAYBALAY CITY
2014
Guide on Clinical
Supervision:
Preventive Approach
Developed by:
-Dr. Lorenzo Ortillo Capacio-
C L I N I C A L S U P E R V I S I O N G U I D E : P R E V E N T I V E S T Y L E D E V E L O P E D B Y :
D R . L O R E N Z O O . C A P A C I O

C l i n i c a l S u p e r v i s i o n G u i d e : P r e v e n t i v e S t y l e
D e v e l o p e d b y : D r . L o r e n z o O . C a p a c i o
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DEPARTMENT OF EDUCATION
Region X-Eastern Mindanao
Division of Malaybalay City
MALAYBALAY CITY SOUTH DISTRICT
Bangcud, City of Malaybalay
GUIDE ON CLINICAL SUPERVISION PROCESS
Developed by:
Lorenzo Ortillo Capacio, Ed.D.
I. What is Clinical Supervision
Clinical supervision is a formal process of professional support
and learning that enables individual practitioners to develop knowledge
and competence, assumes responsibility for their own practice. The
purpose is to assist the principal or teacher to learn from his or her
experienceand progress in expertise, as well as to ensure good service to
the client or learners.
The term ‘clinical supervision’ is sometimes used in the sense of
theeveryday supervision of a trainee’s performance.Clinical supervision
according to ‘The Gold Guide’ to specialty training (Department of
Health, 2007) involves being available, looking over the shoulder of the
trainee, teaching on the job with developmental conversations, regular
feedback and the provision of a rapid response to issues as they arise.
All trainees must have a named clinical supervisor for each post
(although theremay be contextual differences between specialties), who
should be able to tailor the level of supervision to the competence,
confidence and experience of their trainee. We can, however, use the
term in a much wider sense to include all professional conversations at
many different levels of practice.

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Clinicalsupervision is increasingly being carried out as an aspect
of personaland professionaldevelopment in both primary and secondary
care. It is an aspect of lifelong learning with potential benefits for both
supervisor and supervisee.
Clinical supervision has been defined as ‘An exchange between
practicing professional to enable the development of professional skills’
(Butterworth, 2001). Within the context of primary care Burton and
Launer (2003) define clinical supervision as ‘facilitated learning in
relation to live practical issues.’ However, Clark et al. (2006) suggest a
wide definition that includes a variety of one-to-one professional
encounters including mentoring and coaching.
1.1 Counselor Development:
Includes clinical supervision models; teaching and training
methods and strategies;assessment theories, practices and tools; feedback
purpose and process; motivational techniques to promote career
development; communication processes or techniques; problem solving
and conflict resolution models; theories of stress management;
appropriate professional boundaries regarding clients or fellow staff;
adult learning models; special populations; ethics and ethical problem
solving; agency policy regarding appropriate counselor-client and
supervisor-supervisee relationships

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1.2 Professional & Ethical Standards
Includes public relation techniques; professional organizations,
their goals and objectives; government agencies; agency, state and
professional codes; route of reporting ethical violations; credentialing
requirements; impact of nutrition and exercise on physical and mental
well-being; stages of human development; various cultures, values and
lifestyles; confidentiality laws; grievance process.
1.3 Program Development & Quality Assurance
Includes developing program goals and objective; methods of
program development; program needs assessments; clinical services
improvement planning; relationship building to enhance service
delivery; advocacy; development and implementation of quality
improvement and quality assurance processes; monitoring client
outcomes; client access, engagement and retention; facilitation of staff
learning.
1.4 Performance Evaluation
Includes leadership styles, interview techniques, stress
management, observation techniques, functional communication skills,
public speaking techniques, basic teaching techniques, comprehensive
assessment, career development interventionsand strategies, and ways to
coordinate supervision with appropriate and reasonable work
assignment
1.5 Administration
Includes monitoring techniques; management practices;
orientation procedures and practice; motivational skills; consultation
strategies; staff development; program assessment and development
methods; deference between consultation and supervision; agency’s
hiring and termination policies; performance appraisals.

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II. Things to consider before the conduct clinical supervision
There were lots of clinical supervision styles and approach
introduced in the field of education. This model was developed by Dr.
LorenzoO. Capacio with the hope that it can help the school officials in
their meadow of works.
In planning toconductclinicalsupervision, thefollowing steps are
suggested;
1. Preparea supervisory schedule in line to thesupervisory
scheduleof the schoolhead/principal/districtsupervisor.
2. Coordinatetothe school head/principal/district
supervisor regardingyour schoolvisit and clinical
supervision.
3. The schoolhead/principal/district supervisorwill arrange
thescheduleto the teacher and ask theteacher being
observed to prepare3 sets of copies of his/her lesson to be
assisted.
4. The schoolhead/principal/district supervisorshould have
thecopy of thelesson plan at least one day before.
5. The teacher should alsohave all the materials needed in
thelesson at least a day before thelesson demonstration.
6. Prepareall thenecessary forms, materials needed in
supervision.

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II. Phases of Clinical Supervision Process
Stage 1. Pre Conference of the supervisor and the school head
During the pre-conference of the supervisor with the
school head/principal they should have a copy of the
lesson plan of the lesson to be observed and if possible
they have also the copy of the PELC and the reference
materials/text book to be used.
The supervisor and school head/principal will agree
on the venueand time to have their pre-conference that
will happen before the class observation takes place.
During the pre-conference to be conducted by the
supervisor, these are the suggested things/ steps needed
to be observed;
a. The supervisor will establish rapport to the school
head/principal.
How to establish rapport?
Before the pre-conference between the
supervisor and the school head/principal, the
supervisor will set the atmosphere bringing the
condition into calm, peaceful and relax.
May talk about good things that happen,
achievements, etc. toease and calm down thetense or
nervous.

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b. Point of discussion that needs to be discussed by the
supervisor and the school head/principal
To prepare the school head/principal ready to
face, provide technical assistance and assist the
teacher, a pre-conference between them is needed to
check the statement being use and framing of
question.
Example;
o How will you ask the teacher to set the
target?
o How will you ask the teacher about his/her
objective?
o What are your observations on the materials
to be used?
o How about the strategies to be used? Is it
appropriate?
o How much time allotted for that area/part of
the lesson?
o What do you expect from the teacher in
introducing the new topic?
o Who should state the generalization? What
will be your statement to the teacher about
the statement of the generalization?
o What is the ideal number of participants per
group?
o How will you ask the teacher in stating the
standards?Whoshould statethestandards of
the group? Why?

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1. Parts of the lesson plan
Objective-
 should be stated in behavioral term
 consist of 3 domains- cognitive, affective,
psychomotor
 SMART-specific, measurable, attainable,
realistic, time bounded
 PELC Based- curriculum
2. Presentation time to be used in every part of the
lesson
Every part of the lesson should have the
corresponding time allotment to avoid under
time or overtime.
3. Lesson strategies and methods used in the lesson
The strategies and the methods being used
should be suited to the lesson. (See annex page)
4. Materials to be used
 Examinethe textbook used by the teacher
if it is prescribe.
 Real object is suggested instead of
illustrated
 Use of ICT is advisable if available to
minimized expenses
 Availability- in the locality, common
 Appropriate – color, size, arrangementetc.
 Contextualize- a materials or setting in
locale

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5. Procedure/Learning Activities-
 Review – previous lesson, checking of
assignments
 Motivation-delivery and content should
be related to the new topic, convincing
and interesting
 Unlocking of difficulties- simplified,
meaning should be common and can be
understood by the learners
 Presentation of the lesson- introduce the
new lesson
 The use of the Teaching
Approaches/Strategies/Methods-
appropriate and suited to the lesson
 Setting of standards-standards should be
stated by the learners not by the teacher
 The use of Higher Order Thinking Skills
question should be given emphases
 Generalization – to be stated by the
learners
 Enrichment activities/practice exercises-
enough
 Evaluation – check the number of items,
does is it coincide with the objective
 Assignment- for follow-up study, or the
next lesson to be taken, number of items
should be limited and enough

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NOTE: If the focus of the observation was stated in the
supervisory plan just focus also to the part that needs
assistance or focus. For the beginner school head,
discuss only two or three topic to discuss so with the
teacher.
Stage 2. Conference of the teacher and the school head
During the pre-conference of the school
head/principal and the teacher, the supervisor will only
listen without any interruption of the conversation, record
the important point of their conversation. Take note the
statement of the school head/principal how he/she drive the
teacher tocome up and agree to what should be done. Have
it verbatim if possible.
The school head/principal may follow the guide for
the point for discussion.
During this conference, the teacher will demonstrate
the lesson using his/her instructional materials and the
strategies in the lesson or demonstrate only the focus of the
observation.
Stage 3. Conference of the supervisor and the school
head/principal
Based on the record of thesupervisor, discuss only the
part that needs to be improved.
Stage 4. Class observation

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Class observation will be done after the pre-
conferenceof the schoolhead/principaland theteacher. It is
expected that revision of the lesson plan will be made after
the pre-conference if there are thing to be included or
change.
During the class observation the school
head/principal and thesupervisor will only observethe class
demonstration of the teacher without interrupting the
teacher.
Record only the things that need to be improved.
Observethe time started and ended, class activities, and the
agreement duringthepre-conference(verbatimrecordingis
needed if necessary).
Stage 5. Conference of the school head/principal and the teacher
Post conference of the school head/principal and the
teacher will be done during thevacant timeof the teacher to
avoid class disruption at the place agreed by them.
Use/fill up the Individual Teacher’s Performance
Record (ITTPR).
Discuss what went well and what went wrong based
on the result of the evaluation (it is expected that the result
of the evaluation will be brought by the teacher). If the
result shows that above 75% of the learners achieved 75%
proficiency level the lesson will not be re-teach.
An appreciation will be given to the teacher for the
effort and success he/she have done.
Let the teacher affix his/her signature in the ITTPR.

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Stage 6. Post conference of the school head/principal and the
supervisor
During the post conference of the school
head/principal and the supervisor, the supervisor will
discuss the things that need to be improved by the school
head/principal during the deliberation in the post
conference between the school head/principal and the
teacher. Thesupervisor will appreciatethegood things done
by the school head/principal to assist the teacher.
The supervisor will ask the schoolhead/principal as to
what part of theprocess that she/he needs to develop for the
next round clinical supervision.

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Annex 1-List ofSample TeachingStrategies
Teaching Strategies
Accelerated or individualized math:
A systemof having pupil/students work at different levels individually in
one classroom. They progress by passing tests for each unit and move at
their own pace.
Acting out a story:
Having the students act out a part of a story. Using physical movement
could also be used to demonstrate and improve comprehension of the
story on a smaller scale with puppets, etc. but includes physical
movement of some sort.
Adjusted speech:
teacher changes speech patterns to increase student comprehension.
Includes facing thestudents, paraphrasing often, clearly indicating most
important ideas, limiting asides, etc.
Book on tape:
Having students usethetapes to go over the story after partner reading,
to make sure they have not missed a vocabulary word, etc. Using books
on tape to enhance reading development in some way.
Chunking and questioning aloud:
The process of reading a story aloud to a group of students and stopping
after certain blocks of text to ask the students specific questions about
their comprehension of the story and some key features of the text.

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Collecting anonymous student generated questions:
During, or at theend of a lesson, have students write any questions that
they might have on a card. Collect the cards and answer the questions
without identifying a student. Students might be more willing to ask
questions they have anonymously, instead of in front of their peers.
Combine kinesthetic and phonemic awareness:
Associating different movements with phonemes in order to anchor
sounds during practicedrills in order to build phonemic awareness and
remembering of sounds by the students. This list of teaching strategies
and activities was developed out of a focused brainstorming process
conducted with general education, special education and English as a
Second Language teacher in Minnesota during the 2001-2002 school
year. The list represents strategies and activities that teachers report that
they use (or have used) to teach middle school-aged English language
learners with disabilities. In most cases, thewords that the teachers used
to describe a strategy or activity are what is presented here in the
glossary. A few of the strategies listed have definitions taken from
professionalliterature. In the2004-2005 schoolyear NCEO will conduct
single- case studies with ELLs who have disabilities that will be based on
selected strategies from this list. For more information see
Cooperative learning
A range of team based learning approaches where students work
together to complete a task.
Cross-disciplinary teaching on themes:
Teaching similar vocabularyand themes in different classes (ex: Doing a
reading on wolves in reading class while doing a unit on wolves in
biology class).

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Curriculum based math probes:
Having students solve 2-3 sheets of problems in a set amount of time
assessing thesame skill. Teacher counts the number of correctly written
digits, finds the median correct digits per minute and then determines
whether the student is at frustration, instructional, or mastery level.
Curriculum based oral reading probe:
Having students read aloud three basal reader passages for 1 minute.
Teacher marks the place where the student stops and then asks
comprehension questions and continues to give probes until students
reach frustration level as defined by reading rate and median score.
Daily re-looping of previously learned material:
A process of always bringing in previously learned material to build on
each day so that students have a base knowledge start with and so that
learned to structures are constantly reinforced.
Decodable text:
Using readings that contain only words the students can decode and
build on that. Decoding is the ability to translate a word from print to
speech, usually by employing knowledge of sound-symbol
correspondences; also, theac t of deciphering a new word by sounding it
out.
Directly teach vocabulary through short time segments:
Teach vocabulary directly through listening, speaking, reading, and
writing each used in short blocks of time. Students are exposed to
vocabulary in different ways and movement of activities helps hold
attention.

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Ecological approach:
Involves all aspects of a child’s life, including classroom, family,
neighborhood, and community, in teaching the child useful life and
educational skills.
Explicit timing:
Timing math seatwork in 30-minutetrials that are used to help students
become more automatic in math facts and more proficient in solving
problems. Teacher compares correct problem per minute rate. Used to
recycle materials and concepts.
Explicit teaching of text structure:
Teaching the parts of different types of text and making sure students
understand thetext structure before reading. This would include basics
such as text in English is read from left to right, and also more
sophisticated structures such as the structure of a fairy tale.
Explicit vocabulary building through random recurrent assessments:
Using brief assessments to help students build basic subject-specific
vocabulary and also gauge student retention of subject-specific
vocabulary.
Fluency building:
Helping students build fluency in frequently occurring words through
short assessments and exercises that give increased exposure to high-
frequency words.
Graphic organizers:
visual displays to organizeinformation intothings like trees, flowcharts,
webs, etc. They help students toconsolidateinformation into meaningful
whole and they are used to improve comprehension of stories,
organizationof writing, and understandingof difficult concepts in word
problems.

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Hands-on, active participation:
Designing activities so that students are actively involved in the project
or experiment. Hands- on participation is as important as verbal
participation in the activity.
Individual conferencing:
Listening to a student read, talking about a book, reading every other
paragraph,one-on-oneduring independent reading time. Time to bond
with a student. Opportunity to record informal assessments about a
student’s progress in reading.
Journal of the senses:
Having students writedown in an informal way (possibly even a form to
fill in) what they imaginethe characters in a story would see, smell, hear,
taste, and feel at a certain point in the story.
K-W-L:
know, want to know, learned, routine. A form of self-monitoring where
students aretaughttolist what they know already about a subject, what
they want to know, and later what they learned.
Literature circles/book club/small group guided discussion:
Students discuss portions of books in a small group. Sometimes roles are
assigned for group interaction. Students at varying levels are able to
share different points about the book.
Mnemonics:
Association techniques used to help students remember some aspect of
reading. Ex: Associating a list of irregular verbs with each of theletters in
a familiar name.

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Model-lead-test strategy instruction (MLT):
3 stage process for teaching students to independently use learning
strategies: 1) teacher models correct use of strategy; 2) teacher leads
students to practice correct use; 3) teacher tests’ students’ independent
use of it. Oncestudents attain a scoreof 80% correct on two consecutive
tests, instruction on the strategy stops.
Modeling/teacher demonstration:
Teacher demonstrates how to do a lab or experiment before having the
students try it on their own.
Monitoring of progress through group and individual achievement
awareness charts
Using charts tobuild awareness and motivation of progress for students.
The emphasis here is on progress so even student s working at different
levels can chart significant gains.
Native language support/instruction:
Providing auditory or written content input to students in their native
language.
Oral sharing on a related topic:
Students sharetheir written or prepared responses with the class so that
students can sharetheir answers toprompts with the class, but have had
time to prepare them.
Paraphrasing:
Working on specific skills to orally retell or summarize what happened
in a story.

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Partner reading:
Having students work togetherin pair s to read a text to each other and
discover the main ideas of the story.
Peer tutoring:
Having students working pairs with one student tutoring the other
student on a particular concept.
Picture word:
Replacing key vocabulary words of a text with pictures and then adding
thewords back in, and also bringing in visuals of key vocabulary words
in a text.
Pictures to demonstrate steps:
Using a series of pictures to demonstrate the steps in a project or
experiment so that students get a visual image of what they need to do.
Prediction:
Having students predict what is going to happen in a story based on a
title, headline, illustration, or initial sentence/paragraph.
Pre-reading strategies:
Giving overview of unit, previewing main ideas, connecting subject to
the background knowledge of the students, etc.
Pre-teach vocabulary:
Teaching key vocabularywords prior to working with the lesson or unit.

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Pre-teaching the organization of the text/unit org anizers:
Pointing out and getting students to discover the different parts of the
text that can be used in learning: captions, headings, etc. Also
familiarizing the student s with the layout of the text, glossary, etc.,
beforehand.
Problem solving instruction
Explicit instruction in the steps to solving a mathematical or science
problem includingunderstanding thequestion, identifying relevant and
irrelevant information, choosing a plan to solve the problem, solving it,
and checking answers.
Reciprocal peer tutoring (RPT) to improve math achievement:
Having students pair, choose a team goal to work toward, tutor each
other on math problems, and then individually work a sheet of drill
problems Students get points for correct problems and work toward a
goal.
.
Recurrent, random vocabulary assessment:
Recycling vocabulary words that have been discussed in class and
randomly choosing words from this list to have random assessments on
so as to reinforce the already “learned” vocabulary words
Reference skills:
Teaching students how to use reference items, dictionary, glossary, etc.
for a certain type of text (like science).
Reinforcing math skills through games:
Using games to follow-up a lesson in order to reinforcelearned skills and
use the skills in another context.

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Relate reading to student’s experiences:
Having students talk about connections in the reading to their own
experiences. Sharing in a large group or small group setting. Using
group experiences to better understand reading.
Repeated readings:
The method of having students read passages orally three times in a row
and each time try to achieve a faster speed and less dis-fluency. If
comprehension is being targeted, students answer some different
comprehension questions after each reading or retell the story.
Response cards:
Having students write brief answers to teacher questions on cards.
Teacher asks a question and all students hold up cards. Teacher can scan
answers of all students for understanding. Sometimes cards just have
“yes” or “no” on them and can also be prepared by the teacher.
Response journal:
Students recordin a journalwhat they learned that day or strategies they
learned or question they have. Students can sharetheir ideas in the class,
with partners, and with the teacher.
Retelling:
Students verbally rehearse important story information by retelling a
story to a partner, using an outline. The outline guides them to pick out
important ideas and back them up with supporting information.

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Simplified text:
Using science texts that have simplified language for ELL students.
Student developed glossary:
Students keep track of key content and conceptwords and define themin
a log or series of worksheets that they keep with their text to refer to.
Students generate word problems:
Have students create word problems for a specific math skill. Through
theconstruction of a problem the students learn what to look for when
solving word problems they are assigned.
Summarize lesson:
Have a summarizing activity as to what was learned in each lesson (Ex:
having pupils/students summarize in their journals what was learned
each day).
Tactile, concrete experiences in math:
Using threedimensionalobjects in math instruction such as geometrical
shapes, coins, or blocks used to form various geometrical shapes.
Tactile vocabulary development steps:
Using three-dimensionalor tactileobjects to help in developing students’
abilities to writewords and letters. Ex: Writing letters in sand or tracing
wood block letters.

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Teaching pre-, during-, and post- reading strategies:
Teaching students reading strategies that they can use on their own
when reading a text. Practicing these strategies in class as a group or in
small groups.
Teaching Greek and Latin prefixes and suffixes:
Teaching prefixes and suffixes sincestudents will encounter them often,
especially in with science content vocabulary.
Teaching main idea:
Teaching students how to pick out the main idea of a paragraph or
reading and explain why it is the main idea. Done as a class or in small
groups to build consensus of what the main idea is.
Think-aloud:
Using explicit explanations of the steps of problem solving through
teacher modeling meta-cognitivethought. Ex: Reading a story aloud and
stopping at points to think aloud about reading strategies/processes or, in
math, demonstrating the thought process used in problem solving.
Use of diagrams to teach cause and effect:
Using diagrams (ex: fishbone diagrams) to demonstrate the relationship
of cause and effect.
Use short segments to teach vocabulary:
Teaching specific science vocabulary for a short period before a lesson
through listening, seeing, reading, and writing.
Using visuals:
Bringing twoor threedimensionalvisuals into the classroom to enhance
teacher instruction in the content area.

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Visualization:
Having thestudents drawa sceneof a story, the plot, etc. to demonstrate
student comprehension of the story or to have students organize ideas.
May encourage students who have strong artistic talent, but emerging
reading skills.
Venn Diagram: Use of a Venn diagram (interconnected circles) to
demonstrate how different subjects or topics overlap and how they are
unique. Some of the strategies listed in this
Annex 2- List of SampleTeachingMethods
150 Teaching Methods
1. Lecture by teacher
2. Class discussion conducted by teacher
3. Recitation oral questions by teacher answered orally by students
4. Discussion groups conducted by selected student chairpersons
5. Lecture-demonstration by teacher
6. Lecture-demonstration by another instructor(s) from a special
field (guest speaker)
7. Presentation by a panel of instructors or students
8. Presentations by student panels from the class: class invited to
participate

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9. Student reports by individuals
10. Student-group reports by committees from the class
11. Debate (informal) on current issues by students from class
12. Class discussions conducted by a student or student
committee
13. Forums
14. Bulletin boards
15. Small groups such as task oriented, discussion, Socratic
16. Choral speaking
17. Collecting
18. Textbook assignments
19. Reading assignments in journals, monographs, etc.
20. Reading assignments in supplementary books
21. Assignment to outline portions of the textbook
22. Assignment to outline certain supplementary readings
23. Debates (formal)
24. Crossword puzzles
25. Cooking foods of places studied
26. Construction of vocabulary lists
27. Vocabulary drills
28. Diaries
29. Dances of places or periods studied
30. Construction of summaries by students
31. Dressing dolls
32. Required term paper
33. Panel discussion
34. Biographical reports given by students
35. Reports on published research studies and experiments by
students
36. Library research on topics or problems
37. Written book reports by students
38. Flags
39. Jigsaw puzzle maps

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40. Hall of Fame by topic or era (military or political leaders,
heroes)
41. Flannel boards
42. Use of pretest
43. Gaming and simulation
44. Flash cards
45. Flowcharts
46. Interviews
47. Maps, transparencies, globes
48. Mobiles
49. Audio-tutorial lessons (individualized instruction)
50. Models
51. Music
52. Field trips
53. Drama, role playing
54. Open textbook study
55. Committee projects--small groups
56. Notebook
57. Murals and montages
58. Class projects
59. Individual projects
60. Quiz down gaming
61. Modeling in various media
62. Pen pals
63. Photographs
64. Laboratory experiments performed by more than two
students working together
65. Use of dramatization, skits, plays
66. Student construction of diagrams, charts, or graphs
67. Making of posters by students
68. Students drawingpictures or cartoons vividly portray
principles or facts
69. Problem solving or case studies

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70. Puppets
71. Use of chalkboard by instructor as aid in teaching
72. Use of diagrams, tables, graphs, and charts by instructor in
teaching
73. Use of exhibits and displays by instructor
74. Reproductions
75. Construction of exhibits and displays by students
76. Use of slides
77. Use of filmstrips
78. Use of motion pictures, educational films, videotapes
79. Use of theater motion pictures
80. Use of recordings
81. Use of radio programs
82. Use of television
83. Role playing
84. Sand tables
85. School affiliations
86. Verbal illustrations: use of anecdotes and parables to
illustrate
87. Service projects
88. Stamps, coins, and other hobbies
89. Use of community or local resources
90. Story telling
91. Surveys
92. Tutorial: students assigned to other students for
assistance, peer teaching
93. Coaching: special assistance provided for students
having difficulty in the course
94. Oral reports
95. Word association activity
96. Workbooks
97. Using case studies reported in literature to illustrate
psychological principles and facts

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98. Construction of scrapbooks
99. Applying simple statistical techniques to class data
100. Time lines
101. "Group dynamics" techniques
102. Units of instruction organized by topics
103. Non directive techniques applied to the classroom
104. Supervised study during class period
105. Use of socio-metric text to make socio-metric analysis of
class
106. Use of technology and instructional resources
107. Open textbook tests, take home tests
108. Put idea into picture
109. Write a caption for chart, picture, or cartoon
110. Reading aloud
111. Differentiated assignment and homework
112. Telling about a trip
113. Mock convention
114. Filling out forms (income tax, checks)
115. Prepare editorial for school paper
116. Attend council meeting, school board meeting
117. Exchanging "things"
118. Making announcements
119. Taking part (community elections)
120. Playing music from other countries or times
121. Studying local history
122. Compile list of older citizens as resource people
123. Students from abroad (exchange students)
124. Obtain free and low cost materials
125. Collect old magazines
126. Collect colored slides
127. Visit an "ethnic" restaurant
128. Specialize in one country
129. Follow a world leader (in the media)

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130. Visit an employment agency
131. Start a campaign
132. Conduct a series
133. Investigate a life
134. Assist an immigrant
135. Volunteer (tutoring, hospital)
136. Prepare an exhibit
137. Detect propaganda
138. Join an organization
139. Collect money for a cause
140. Elect a "Hall of Fame" for males
141. Elect a "Hall of Fame" for females
142. Construct a salt map
143. Construct a drama
144. Prepare presentation for senior citizen group
145. Invite senior citizen(s) to present local history to class
including displaying artifacts (clothing, tools, objects, etc.)
146. Prepare mock newspaper on specific topic or era
147. Draw a giant map on floor of classroom
148. Research local archaeological site
149. Exchangeprogram with schools from different parts of the
division or region
150. In brainstorming small group, students identify a list of
techniques and strategies that best fit their class.

Page 30
Annex –Instructional SupervisoryPlan (sampleformat)
DEP ARTMEN T OF EDU C ATION
Reg io n X -N o r th er n Mind anao
DIVISION OF MALAYBALAY CITY
City of Malaybalay
INSTRUCTIONAL SUPERVISORY PLAN
(FOR PSDS/EPS)
School Year:______________________________
District:___________________________________
School:____________________________________
NAME
OF
SCHOOL
HEAD
PROBLEM
AREA
OBJECTIVE
MONITORING
INTERVENTION
RESOURCES
TIME
FRAME
EXPECTED
OUTPUT
REMARK/GENERAL
OBSERVATION
HUMAN MATERIAL
Prepared by:
________________________
PSDS/EPS

Page 31
Annex INSTRUCTIONAL SUPERVISORY SCHEDULE (FORPSDS/EPS)
City of Malaybalay
INSTRUCTIONAL SUPERVISORY SCHEDULE
For the month of_________
(FOR PSDS/EPS)
DATE SCHOOL HEAD TIME FOCUS REMARKS
Prepared by:
________________________
PSDS/EPS

Page 32
Annex Report on School Heads Observed and Given Assistance (FORPSDS/EPS)
City of Malaybalay
REPORT ON SCHOOL HEADS OBSERVED AND GIVEN
ASSISTANCE
For the month of_________
(FOR PSDS/EPS)
DATE SCHOOL
NAME OF
SCHOOL HEAD
FOCUS
TECHNICAL
ASSISTANCE
GIVEN
Prepared by:
________________________
PSDS/EPS

Page 33
Annex Individual Teachers-Teaching Performance Record
City of Malaybalay
INDIVIDUAL TEACHERS-TEACHING PERFORMANCE RECORD
(ITTPR)
(for use of school head and teacher)
Name of Teacher:________________________________________
School:_____________________________________________________
District_____________________________________________________
Date ofobservation:____________________ Time:__________________ Learning
Area:_____________________________
Number ofLearners: Male______ Female:_______ Total:_________
Strength
Growth
Needs/
Problem Area
Agreement Remark
Signature
Teacher Observer
Prepared by:
________________________
School Head

Page 34
Acknowledgement
The author expresses his thanks and gratitude to the following
persons who give their support and inputs.
Dr. Ingrid G. Racoma, Schools Division Superintendent Division of
Bukidnon/OIC-DepED Region X Director.
Edilberto L. Oplenaria, Schools Division Superintendent, Division of
Malaybalay City
Josie D. Zamora- DPREC Chairman, Division IP Coordinator
Ms. Rachel R. Valde—Education Program Supervisor
Editor and grammar correction
To his family, Ms. Amy G. Capacio-Master Teacher 1, Lay-Out
Artist, sons, Arian Floyd, Azyl Gelric and daughter Fritzi Mae for their
support and inspiration.
LORENZO O. CAPACIO, Ed.D .
Schools District Supervisor/Author

Page 35
Dr. Lorenzo Ortillo Capacio was
born on September 5, 1969 at
Managok, Malaybalay City. He
finished the degree Bachelor of
Elementary Education, Master of Arts
in Educational Administration at
Bukidnon State College, Malaybalay City,
and Doctor of Education Major in
Educational Leadership and Management
at South Western University, Cebu City.
LORENZO ORTILLO CAPACIO
The Author
During his stint as classroom teacher, District Alternative
Learning System Coordinator, School Principal, Education Program
Supervisor and Schools District Supervisor of Malaybalay City Division,
he was awarded by the Division of Bukidnon, DepED Regional Office X
as the Outstanding Teacher, Outstanding School Principal and he also
received various awards, recognition and appreciations for his
meritorious and exemplary performance from Non Government
Organizations and Local Government Units.
Considering his outstanding record as a good Teacher, School
Administrator, Researcher and writer, he was invited many times as
resource speaker to share his knowledge and skills on educational
management and livelihood skills development.
The knowledge that he shared to you is based on his findings
and personal experiences on his field of research work as a
government servant.
At present, he is the Schools District Supervisor of the
Department of Education-Malaybalay City East District, Division of
Malaybalay City.
He also authored the following Guide handbook; 1.Gabay sa
Pagbababoyan, 2. Masayang Magmanukan, 3. Pag-aalaga ng Isda,
4. Tayo’y Mag Kambingan.

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