1. The document outlines the teacher's vision for themselves as an instructional manager and supervisor. 2. In box A, the teacher identifies 3 main inputs needed to achieve their vision: learning materials, keeping up with teaching trends through professional development, and implementing professional development programs (PPAs) with assistance from administrators. 3. Box B lists 3 potential obstacles: lack of motivation from superiors, overlapping activities with different directions, and misalignment with supervisors' expertise.

1. CIN 611 Output No. 1
Name: _____________________________________________________________ Section:___________________
Instructions: Reflect on your role as a teacher/school head/ supervisor. Imagine your vision for yourself as an instructional manager and supervisor. Accomplish the
diagram/illustration below. For boxes A to C, limit your answer to 3 item responses only.
“My Super-Vision”
Basic support/inputs needed to
realize the vision/goal
1. As a classroom teacher my primary
goal is to teach and impart knowledge the best way
I can, it is a challenge for me to mold and motivate
students to learn, understand and interpret things
from their own viewpoints. With this goal in mind,
the inputs needed aside from learning and
instructional materials to be used by every student,
there should also be the realization that there is a
growing and rapid trend in the teaching and
learning process which means I have to upgrade
myself and not to be stagnant in both the delivery
and execution of my lessons.
2. Because of the upgrade I need for
myself and for my students, here comes the
professional development programs in which I
have to participate be involved and most of all to
cascade it towards my students through the PPAs
that has to be fully implemented as to see if there
are good and beneficial effects. It should not stop
at data driven collection only by the administrators
and higher ups but rather the mode of sustaining
each PPA to help students arrive at the goal of
learning in a holistic way
3. In having the full implementation of the
PPAs and how it relates to the needs of the
students, technical assistance by the experts in the
person of the principal and the supervisors in order
to relate to the needs of the students and giving out
workable solutions for the reason of sustainability
and continuity
A
Possible obstacles that hinder
the realization of the vision/goal
despite the support provided
1. Time is considered the most essential
component and second is initiative but then if there
is low motivation coming from the superiors, it is
like striking on your own but still has to respect the
leadership therefore can be considered an obstacle
due to no shared vision
2. The overlapping of activities wherein
there are different directions on how to implement
them can be a difficulty in cascading because of
continuity dilemma.
3. Technical assistance can vary in terms
of expertise of the administrators and supervisors
in my case there is a misalignment of the
supervisor which can be a disadvantage because of
the incapacity and incapability to deliver in my
learning area
B
Possible intervention/strategies
to overcome the
challenges/obstacles
1. Own initiative by the teacher has to be
done but with the encouragement of the
administrators especially on the part of autonomy.
The shared vision can still be a reality if there will
be a constant flow of communication among the
teachers and administrator, there should be
openness and open mindedness
2. Because of the different directions the
activities are gearing to and due to overlapping,
prioritization can be considered an intervention
especially if there are data collected that has the
assessment of needs, from the assessment of needs,
a prioritization matrix can be developed
3. Reshuffling of supervisors is
considered a step to manifest alignment or there
should be initiative on the part of the supervisor to
have an indepth study of what he/she has to know
and learn and most of all she has to do the
profiling of the teachers so as to have the best team
to collaborate with
C
Description (attributes) of an
ideal instructional manager &
supervisor
An instructional manager and supervisor should be
one who is open to new ideas, trends that can help
develop the teaching and learning process. She
should be someone who has the initiative to
innovate ideas for the benefit of her teachers, she
has to be selfless and not be egocentric but be
considerate, compassionate and most of all humble.
She should know how not to take credit for which
she has never been a part of since it is still
considered theft (intellectual property). She has to
have the disposition of being a good leader that sees
good in others and not a narcissist. Most of all she
has to learn to allocate resources that caters to the
needs of the primary stakeholders and not engage in
office politics, she has to have that shared vision
with her teachers in attaining the goals for quality
and holistic education. But the most important thing
is she has to face and accept her weaknesses and
turn them into strengths but trying to be innovative,
creative and learned even if there are issues on
misalignment and lack of expertise. She should be
an example for others to emulate which could be
taxing especially if her personality lies more on ego
rather than humility but still there are chances to
change oneself basing on reflection if she is doing
her job or not and living to everybody’s
expectations.
LISETTE L. ONG LQ 10
Vision

2. D