(MST) Advanced Administration and Supervision in Educational Practices (class report(s)/discussion(s)) DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow

1. ADMINISTRATION AND
SUPERVISION
Yenna Monica D.
P.
Defined

2. Administration
 Involves direction, control and operation of the
organizational activities to accomplish desired aims and
objectives.
It covers:
 The school plant and facilities
 The teaching personnel and staff
 Child accounting
 School curriculum
 Finance
 Guidance and counseling
 School-community relations or public relations
It is a three cycle process --- planning, management and
evaluation.

3. Supervision
 Ordinarily implies to the improvement of the
total teaching-learning situation and the
conditions that affect them
 An expert technical service primarily
concerned with studying and improving
conditions that surround learning and
learners’ growth.
It covers:
 The formulation of the aims, objectives and
purposes
 The selection and organization of subject
matter to be taught
 The placement of teachers who will teach
them
 The selection of methods and techniques by
which the subject matter is taught
 The evaluation of the growth of the students
and the improvement of the teacher
 It can also be discussed terms of functions
or purposes such as:
Skill/s in:
 Leadership
 Human relations
 Group process
 Personnel administration
 Evaluation

4. Supervision
 Modern Supervision is based on the
following educational concepts:
1. Instructional Supervision is a dynamic,
growing process that is occupying an
increasingly important role in the schools
2. The aim of supervision is to offer
leadership in the improvement of
educational experiences for children and
youth.
3. Leadership is centered in a group, not an
individual. It is guided by the spirit of
cooperation rather than competition.
4. The type and quality of supervision are
affected by the situation, the
organization, in which supervision exists

5. Supervision
 Modern Supervision is based on the following
educational concepts:
5. The climate of human relationships within the
group and the degree to w/c the members are
committed to group goals influence the degree of
change in practice.
6. The actual role of supervision and of instructional
leaders is a composite of all the expectations
held for the role by the people associated with it
7. The primary goal of a supervisory leader is to
foster democratic leadership in others.

6. Supervision
 Based on the modern concept, the ultimate aims of supervision are as follows:
1. To structure classroom environment for effective teaching and learning
2. To select and utilize methods and techniques and instructional materials which will
ensure the steady growth of each student
3. To help the teachers and the students formulate instructional goals or aims to be
accomplished
4. To provide the school system with a clearly defined supervisory program that will
ensure the attainment of instructional goals or aims
5. To formulate evaluative procedures to measure the effectiveness of the total
supervisory program.
6. To develop proper attitude in the entire teaching personnel that supervision is a
cooperative endeavor and that no teacher fulfills his professional obligation unless
he cooperates with others
7. To provide help and guidance to students and teachers to meet their day-to-day
problems
8. To develop the attitude that instructional improvement is closely related to self-
improvement of all members of the teaching personnel and staff.
9. To develop a sound working relationship in which teachers feel secure and
confident
10. To promote good school-community relationships essential to good teaching and
productive learning

7. Supervision
 Summary of Activities under Supervision:
1. Survey of the school system
2. Direct improvement of Classroom Teaching
3. General improvement of Teachers-in-Service
4. Organizing Programs of Cooperative Activity
5. The Development and Maintenance of Morale and Esprit de
corps
6. The Selection and Organization of Materials of Instructions
7. Experimental Study of the Problems of Teaching
8. Determining the Desirable Physical Conditions of Learning
9. Performance of Professional and Semi-Administrative
Duties
10. Teacher and Student Diagnosis
11. Diagnosis of Curricular Offerings
12. Survey of Methods of Instruction
13. Budgeting of Time in Supervision
14. Classroom Visitation
15. Teacher’s Meeting and Conferences
16. Demonstration Teaching
Types of Supervision:
 Authoritative
 Creative
 Organismic
 Democratic
 Scientific

8. Supervision
 Thinks he can sit by himself and see all
angles of the problem
 Does not know how to use the experience
of others
 Cannot bear to let any of the strings of
management slip from his fingers
 Is so tied to routine details that he seldom
tackles his larger job
 Is jealous of ideas; reacts in one of several
ways when someone else makes a
proposal
 Makes decisions that should have been
made by the group
 Adopts a paternalistic attitude towards the
group – “I know best.”
 Realizes the potential power in 20/50
brains
 Knows how to utilize that power
 Knows how to delegate duties
 Frees himself from routine details in
order to turn his energy to creative
leadership
 Is quick to recognize and praise an idea
that comes from someone else
 Refers to the group all matters that
concern the group
 Maintains the position of friendly, helpful,
adviser both on personal and
professional matters
Autocratic Democratic

9. END
Yenna Monica D.
P.
Thank
You!!!! 