This document discusses the major functions of school administration and supervision. It outlines 9 key functions: 1) Planning 2) Organizing 3) Directing 4) Coordinating 5) Supervising 6) Evaluating 7) Providing Leadership 8) Recording and Reporting 9) Promoting Close School-Community Relationships. It also discusses the meaning and aims of supervision, defining it as improving instruction by working with teachers to improve the teaching and learning situation and conditions that affect them. The functions of supervision include inspection, research, curriculum development and in-service training for teachers.
Principle of Administration And SupervisionDaryl Tabogoc
In the field of administration and supervision, principles is accepted as a fundamental truth. Principle may be considered a law, a doctrine, a policy, or a deep-seated belief which governs the conduct of various types of human endeavor. In administration and supervision, an accepted principle become part of one’s general philosophy which serves to determine and evaluate his educational objectives, attitudes, practices and outcomes.
A sound principle is formulated from carefully observed facts or objectively measured results which are common to a series of similar experiences. The guiding value of principle depends not only upon the soundness of its origin, but also upon the individuals acceptance, understanding, and ability to apply the principles.
Principle of Administration And SupervisionDaryl Tabogoc
In the field of administration and supervision, principles is accepted as a fundamental truth. Principle may be considered a law, a doctrine, a policy, or a deep-seated belief which governs the conduct of various types of human endeavor. In administration and supervision, an accepted principle become part of one’s general philosophy which serves to determine and evaluate his educational objectives, attitudes, practices and outcomes.
A sound principle is formulated from carefully observed facts or objectively measured results which are common to a series of similar experiences. The guiding value of principle depends not only upon the soundness of its origin, but also upon the individuals acceptance, understanding, and ability to apply the principles.
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISIONJulie Anne Casa
Hope this will help you our fellow educators.
“We must always be mindful of who we are being while we are leading.” -Lolly Daskal, The Leadership Gap: What Gets Between You and Your Greatness
Educational Administration and supervision (Reflection Notes)Ghulam Mujtaba
Administration refers to the group of individuals who are in charge of creating and enforcing rules and regulations, or those in leadership positions who complete important tasks.Administration is defined as the act of managing duties, responsibilities, or rules.
The Administration and Supervisory Of Bureau of Secondary EducationPie Malang
This is the topic given to me to presented in my subject Educ105. I would appreciate any comments and suggestion for the improvement of the task assigned to me.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
Administration And Administration (in Educational Practices) DefinedMonica P
(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
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISIONJulie Anne Casa
Hope this will help you our fellow educators.
“We must always be mindful of who we are being while we are leading.” -Lolly Daskal, The Leadership Gap: What Gets Between You and Your Greatness
Educational Administration and supervision (Reflection Notes)Ghulam Mujtaba
Administration refers to the group of individuals who are in charge of creating and enforcing rules and regulations, or those in leadership positions who complete important tasks.Administration is defined as the act of managing duties, responsibilities, or rules.
The Administration and Supervisory Of Bureau of Secondary EducationPie Malang
This is the topic given to me to presented in my subject Educ105. I would appreciate any comments and suggestion for the improvement of the task assigned to me.
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
Administration And Administration (in Educational Practices) DefinedMonica P
(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
master in education related topic ...different type of supervision .nature of supervision in context of education.description of each type of supervision.with references and small conclusion..
This PPT aims to provide Knowledge and understanding to Learner about the concept of Educational Administration, Important of Educational Administration, Challenges of Educational Administration, Model of Educational Administration, Functions of Educational Administration, Levels of Educational Administration, Principle of Educational Administration, Nature of Educational Administration, Best Practices for Educational Administration and so on.
This presentation is helpful for students of Graduate and Master Educational programs, Prepared for Course of Elementary School Management AIOU Islamabad Pakistan,.
This PPT aims provide knowledge and understanding to the Learner about Educational Management, Important of Educational Management, Nature of Educational Management, Scope of Educational Management, Model of Educational Management, Strategies of Educational Management, Process of Educational Management, Challenges of Educational Management, Functions of Educational Management and so on.
Introduction
Elements and school activities
Relationship of the School and Community
Staff Management
Resource Management
Curriculum Management:
Institutional Performance
School Management
Institutional
Culture/Environment
Co-curricular Activities
Supervision
Arranging the Class
Seating Arrangements
Student Placement
Use of Modern Technology
Classroom Decoration
Students demonstrate the ability to advocate for all stakeholders and create vibrant educational environments.
Students possess knowledge and skills to transform organizations using organizational theory, management skills, leadership strategies, and data.
Students can apply theory and research to address compelling problems in urban education.
Students are capable of planning and conducting research studies with the purpose of improving educational practices.
Students exhibit foundational knowledge to incorporate ethical, legal, and professional behaviors to enhance equitable educational opportunities for all students.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. OBJECTIVESOBJECTIVES
1. To provide the students with an adequate
understanding of the major function of school
administration and supervision.
2. To develop an understanding of an
administration and supervisory functions of
the Bureau of Elementary and Secondary
Education.
3. To develop an insight of the value of
leadership in school administration and
4. Meaning of FunctionMeaning of Function
The purpose or activity to be
accomplished by creative educative
process. The term applies to
education as a whole, to a unit of a
school system or to some activities
carried on by the school.
5. In a large school system supervisory
authority is usually delegated to:
a.Assistant Superintendent
b.Principals
c.Supervisors of special fields
6. In a complicated and intricate school
organization the chief supervisory officer
may find most of his time and energy
devoted to the care of administrative detail
that gives him little opportunity for derict
supervision.
7. • This particularly true of a principal of a
large school. On account of the pressure
of administrative duties, the principal may
be compelled to delegate to his associates
the actual supervision of the instructional
program.
9. 11.. PLANNINGPLANNING
• Planning is fundamental function
of school administration. It is a
process of determining the nature
of educational enterprise. It is a
method of approaching problems.
10. • It is examining problems to be
done, gathering information on
them, determining alternate
courses of action, and making
decisions about how the problems
should be solved.
11. • Planning as a function of school
administration maybe define as the
activity of devising and selecting
courses of action directed toward the
achievement of educational goals and
objectives.
12. • In planning school programs or activities,
the administrator must take into
consideration the general aims and
objectives to be achieve, a sequence of
appropriate learning activities, procedures
to be used in accomplishing them, and
criteria employed to determine the degree
of success achieved by the program.
13. 2. ORGANIZING2. ORGANIZING
• The function of organizing can be thought
in several ways. It may be thought in
structuring. As such, it primarily involves
placing job materials, and ideas in a
structure. Organizing can also be thought
of solely in terms of pose, as means of
unifying efforts to get things done.
14. • Organizing for administration, the school
administrator must make a survey and
analyze factors and conditions requiring
modification. It is his responsibility to
encourage all teaching staff to cooperate
an organizing school programs or
activities.
15. • A test of a successful administrator is
his capacity to lead all persons under
him to a community of purpose and
procedure. Group participation in an
administration can succeed only
insofar as there is unity.
16. 3. DIRECTING3. DIRECTING
• Directing school work is another important
function of school administration. It
includes a myriad of task carried out daily
by the school administrator. It involves
decisions as to who shall carry out the
plans; determination of subjects to be
includes in each course; provision for
physical equipment necessary to carry out
the work.
18. To facilitate direction…To facilitate direction…
The administrator should work out definite
policies, regulations and rules embody
them into a program.
The administrator more than any one else,
should endeavor constantly to bring the
policies and procedures of school system
into line with the best interest of students
in their total living.
19. The administrator should secure
assistance of other formulating
educational policies, rules, and
regulations.
20. 4. COORDINATING4. COORDINATING
• There are several important needs for
coordinating as a function of school
administration. Coordination is needed to
overcome the limitation of planning and
organizing as well as inherent limitation of
personnel. The function of coordinating may
be define as the activity of bring the people,
materials, ideas, and techniques, and
purposes productive relationships.
21. Functions of Administrator asFunctions of Administrator as
CoordinatorCoordinator
Coordinate all activities of the school
Harmonizes all educational activities and
makes them instruments for yielding
results
Bring all phases of the total conception of
unity inherent in the process to be desired
in learning.
22. • Administration and supervision are the
instrument of learning, they must
coordinate the processes basic to the
successful functioning of the total school
and community enterprise.
23. 5. SUPERVISING5. SUPERVISING
• Supervising as a function of school
administration may be define as a
studying and improving teaching learning
situation. In our school system an
administrator is also a supervisor .
24. • Supervising can also be define as
the activity of determining that
essential conditions are provided
which will insure the achievement
of the educational goals and
purposes.
25. • In other words, the fundamental
function of supervision is to
provide conditions essential to
good teaching and learning and to
improve them.
26. 6. EVALUATING6. EVALUATING
• Educational administration in action
must include evaluation. Evaluating as
a function of school administration, is
simply determining how well educational
purposes have been achieved.
27. • Evaluation, as administrative function
includes School Survey And Teacher
Rating.
School survey as an administrative
function is valuable if the staff of the
school participates in making appraisal
28. • In the Philippines, rating teachers is a
legal requirement. Rating Scale is
often used by the administrator to
discover the strength and
weaknesses of the teaching
personnel.
29. Reasons for rating teachers…Reasons for rating teachers…
• 1. eliminate incompetent teachers
• 2. improve teachers through in-
service education.
• 3. to identify those who merit
promotion
30. 7. PROVIDING LEADERSHIP7. PROVIDING LEADERSHIP
• In the operation of the school system,
the administrator of the school should
be professional leader of the teaching
staff, working scientifically,
conscientiously, and democratically.
31. • An efficient administrator
exercises the necessary authority
and definite responsibility to
insure educational leadership.
32. • Democratic leadership implies an
understanding of the conditions under
which one leads, a recognition of the
difficulties which surround the leader, a
consideration of individual differences, and
sympathy with the person who are led.
33. • In a democratic school system,
leadership is neither automatic
nor aristocratic. Democratic
leadership is the greatest need of
our school today…
34. • Leadership must be substituted for
authority.
• It gathers justification for its existence
when it serves to emancipate teachers
and pupils; when it enriches their
personalities; when it gives the feeling of
security and belonging.
35. Democratic leaders are…Democratic leaders are…
• 1. willing to learn from their co-workers.
• 2. not jealous of power
• 3. delegate responsibility and authority to
those who can or will try to do the job at
hand.
• 4. rely on the give and take democratic
discussion
• 5. give others an impression of personal
integrity and professional competence
36. 8. RECORDING AND REPORTING8. RECORDING AND REPORTING
• Recording and reporting are
administrative functions to insure
results with maximum delegation of
authority. School record must be kept
for comparison and evaluation
purposes. No content should go into
records which no real use is likely to
arise.
37. • Reporting results to the public is an
administrative function. Annual reports
and school publicity help public to
understand what the schools can do and
are doing, and are themselves a
democratic way of operating the school
system.
38. 9. PROMOTING CLOSE SCHOOL-9. PROMOTING CLOSE SCHOOL-
COMMUNITY RELATIONSHIPCOMMUNITY RELATIONSHIP
• Promoting closer community relationship
between school and the community is an
important function of school administration
and supervision. Education to be effective,
must be administered and supervised in
an atmosphere of sympathy and
understanding between the school
personnel and the public.
39. • Desirable school-community relations are
natural outgrowth of a life centered
educational program.
• The key to such relationship is the
cooperative working together of school
community on common problems and
projects.
40. What is SupervisiónWhat is Supervisión
• Supervision of any school ordinarily
refers to the ___________________ of the
TOTAL TEACHING AND LEARNING
SITUATION and the _________________ that
affect them.
IMPROVEMENT
CONDITIONS
41. • It is a
__________________________________ to
improve instruction by working
with the people who are
working with the
students/pupils.
SOCIALIZED FUNCTION DESIGN
42. The Aim of SupervisionThe Aim of Supervision
is to provide necessary
leadership in planning, improving,
coordinating, and evaluating of
school programs and handling of
the problems that materialize the
school.
43. Responsible for furnishing the leadership
required in improving the teaching-learning
situations
Implementing changes in the curriculum
Developing in-service programs for teaching
personnel
Developing and revising instructional
materials to keep it abreast of current
development
45. 1. INSPECTION1. INSPECTION
• The term refers to a study of existing
school conditions.
• Task of the supervisor is to survey school
system in order to discover problems
through actual observations, test,
conferences, questionnaires, check list.
• Inspection as function must be based on
actual facts
46. 2. RESEARCH2. RESEARCH
• Pure research has its place in supervision
as well as science. The fundamental aim
of this function is to formulate a plan to
remedy the weakness or to solve the
problem discovered. Research as function
should be practical and applicable to the
existing procedures and conditions.
47. Steps in SupervisorySteps in Supervisory
ResearchResearch
a) To discover existing defects in
instruction.
b) To seek improved methods of correcting
defects.
c) To formulate plans to improve instruction.
d) To plan to controlled experimental
conditions
e) To measure results of experiments.
48. f) To formulate tentative objectives and
standards
g) To formulate a plan for general use
method.
h) To present a plan to district principals for
criticism, suggestion, and approval.
49. 3. TRAINING3. TRAINING
• Acquainting the teachers with the
solutions discovered or formulated
through research is within the training
function of supervision. Training may
take the form of demonstration
teaching, workshop seminars, directed
observation, individual or group
conference, intervisitation, professional
classes, or use of bulletins and circular
50. • Training as function must be based on
democratic principle of supervision-
respect for rights and opinions of
others. Supervision must endeavor to
keep up with the best prevailing
standard of improving the total teaching
learning situation.
51. 4. GUIDANCE4. GUIDANCE
• The concept of guidance has found
expression in the field of the school
supervision. Guidance involves personal
help given by someone. It is the function
of supervision to stimulate, direct, guide,
and encourage the teachers to apply
instructional procedures, techniques,
principles, and devices.
52. • Assisting the teacher to accomplish
his purpose and to solve the
problems that arise in his teaching
are within the scope and guidance.
Guidance like training, should be
given in the spirit of democratic
leadership.
53. 5. EVALUATION5. EVALUATION
• This can be considered the ultimate
major function of supervision. The
purpose of evaluation is to appraise
the outcomes and factors conditioning
the outcomes of instruction and to
improve the products and processes
of instruction.
54. • This function calls for the use of educational
tests and measurement. It is the duty of the
supervisor to help develop an adequate
instrument with which to measure the
teaching learning process and set up
standards of attainment as are necessary for
the appraisal of teacher’s progress in
teaching the pupils in his learning.
55. Significant purposes ofSignificant purposes of
evaluationevaluation
1. Evaluation discovers the needs of
individuals being evaluated and
familiarizes the teachers with the pupil’s
needs and possibilities.
2. Evaluation relates measurement to the
goals of the instructional program.
56. 3. Evaluation serves as guide for the
selection of supervisory techniques.
4. Evaluation appraises the educational
growth of pupils which is the end-product
of supervision.
5. Evaluation appraises the quality of
supervisory processes and supervisor’s
competence.
57. 6. Evaluation appraises the quality of
teaching processes and teacher’s
efficiency.
7. Evaluation aids pupil-teacher planning.
8. Evaluation serves as a means of
improving school-community relations.
58. 9. Evaluation improves the selection
and use of guiding principles in
supervision.
10. Evaluation appraises the success
of the instructional program in
particular and of the supervisory
program in general.
59. Other functions ofOther functions of
SupervisionSupervision
1. Studying the Teaching-Learning
Situation.
2. Improving the Teaching-Learning
Situation.
3. Evaluating the Means, Methods, and
Outcomes of Supervision
60. Administrative Functions of the Bureau ofAdministrative Functions of the Bureau of
Elementary, Secondary, and HigherElementary, Secondary, and Higher
EducationEducation
• The Bureau Elementary Education is
charged of formulation of and
development of educational policies
and programs with respect to pre-
elementary and elementary education
in this country.
61. • The Bureau of Secondary Education will
formulate and develop policies, plans,
programs, and standards for secondary
school level, including adult education.
• It is responsible for evaluating policies,
plans, programs, and standards of
curricular development, staff development
and physical facilities for secondary school
level of education.
62. • The Bureau of Higher Education shall
develop, formulate and evaluate program
on higher education and scholarships as
well as develop and establish standards
for all colleges, universities, and other post
secondary institution of learning. It shall
provide technical assistance to encourage
institutional development programs and
projects.
64. Supervisory Functions of Bureau ofSupervisory Functions of Bureau of
Elementary, Secondary, and HigherElementary, Secondary, and Higher
EducationEducation
1. To survey the work of the school
(Elem.Sec.Collegiate) and to isolate
general teaching needs.
2. To formulate plan to remove the
weakness discovered.
3. To make constructive criticisms and
suggestions of recitations observed.
65. 4. To direct and guide the reading habits of
teachers.
5. To create a desire on the part of the
teacher for professional improvement.
6. To evaluate the results of supervisory
programs in terms of pupils’ growth and
accomplishment.
7. They focused attention on teachers and
pupils in order to promote closer
relationships between them.