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Comprehensive Guide to Administration and Supervision of Teaching Personnel

Explore the roles, qualities, ethics, and management strategies essential for effective administration and supervision of teaching personnel to enhance educational outcomes.

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MARY GRACE RAMOS LESTER TEÑ OSO ROMAR QUEQUEGAN Administration & Supervision of Teaching Personnel
Overview Teaching as a Profession Introduction 01 02 03 04 05 The Role of Teachers Qualities of a Good Teacher Qualification of a Teacher Functions of Teacher 06 Teachers' Code of Ethics 07 Classroom Management 08 Supervision of Instruction 09
Administration&Supervision Effective administration plays a crucial role in fostering an environment where teaching personnel can thrive, ultimately enhancing Introduction
Teaching Personnel Refers to the individuals employed to instruct students and provide learning opportunities. This term encompasses those who impart
T eachingPersonnelCo ver: • Classroom Teachers • School Administrators • Supervisors • School Librarians
TheT eachingProfession Some teachers are teachers by:
Can be regarded in three ways: TheT eachingProfession
• Teaching as a Profession “Teaching is a noble profession.” TheT eachingProfession If you consider teaching as a profession then: ☆You must be willing to go through a long period of preparation. ☆You must be willing to go through continuing education (continues development of potentials) ☆You must strive for excellence ☆You commit yourself to moral, ethical and
Teaching as a Mission “Once a teacher, always a student.” TheT eachingProfession If teaching is your mission then it means: ☆It is a “task” entrusted to you in this world ☆It is your assigned task thus you’ve got to prepare for it
Teaching as a Vocation “Many are called, but few are chosen.” TheT eachingProfession If teaching is your vocation then it means: ☆You said YES to your call to teach! ☆You commit yourself in the total transformation of the learner. ☆You consider teaching as a lifetime commitment thus aim through the years towards quality teaching.
"In conclusion, teaching firmly qualifies as a true profession, demanding specialized knowledge, rigorous training, and a deep ethical commitment to student growth. Its importance is unparalleled, as educators directly shape the minds and future of society. Therefore, to honor this vital role, it is essential that we afford teachers the professional
1. The Teacher as Controller ◆Teacher is in charge of the class and of the activity ◆Teacher-fronted classroom ◆All attention is focused on the front of the class. ◆All students work at the same beat. ◆Teachers do most of the talking. ◆It is vital that control is to The Role of Teachers
2. The Teacher as Organizer ◆Teacher should be able to organize students to do various activities. The Role of Teachers
3. The Teacher as Participant ◆Teachers may want to join in activity not as teachers, but as participants in their own right. ◆Students will The Role of Teachers
3. The Teacher as Participant ◆Teachers stand back from the activity and they let their learners to get on with it. ◆Feedback / correct mistakes The Role of Teachers
4. The Teacher as Assessor ◆Teachers should be able to offer feedback, give correction and grades students in The Role of Teachers
5. The Teacher as Prompter ◆Teachers should be able to motivate their students The Role of Teachers
5. The Teacher as Prompter ◆Encourage students creactivity. ◆Teachers need to do it sensitively and encouragingly. The Role of Teachers
6. The Teacher as Resource ◆ Teacher will want to be helpful and available ◆ Teachers answer to some questions from the students ◆ Teachers can be one of the most important resources students have when they : ◎ Ask how to say or write something ◎ Want to know what a word or phrase The Role of Teachers
7. The Teachers as Tutor ◆Teachers working with individuals or small groups ◆Teacher will allow more personal contact and real chance The Role of Teachers
7. The Teachers as Tutor ◆It combines the roles of prompter and organizer. ◆Teachers are advisors. ◆The classroom´s The Role of Teachers
8. The Teachers as Observer ◆Even when we are in other roles, we need to be observing what is going on in the classroom at the same time ◆Be alert at all times to the effects of our The Role of Teachers
8. The Teachers as Observer ◆Through constantly observing and questioning our procedures and looking out for what leads to successful learning (and what does not), we can develop as teachers by engaging in reflective The Role of Teachers
Presented by: LESTER TEÑ OSO
Qualities of a Good Teachers 1. Subject Matter and Pedagogical Knowledge (Shulman, 1987) 2. Positive Teacher–Student Relationships (Stronge, 2018) 3. Communication Skills (Clement, 2010) 4. Reflective and Lifelong Learning Attitude (Darling-Hammond, 2017) 5. Classroom Management and Organization (Marzano, 2007) 6. Integrity and Professionalism (Lumpkin,
Qualities of a Good Teachers Conclusion: Systematic reviews of teacher effectiveness emphasize that teacher-related characteristics such as knowledge, relationships, management skills, and professional
Presented by: LESTER TEÑ OSO
Qualifications of a Teacher 1. Academic Preparation 2. Licensure/Certification 3. Continuous Professional Development (OECD, 2019) 4. Experience and Practice Teaching Soft Skills and Professional Attitudes
Qualifications of a Teacher Conclusion: Research consistently shows that while formal credentials matter, they must be paired with ongoing learning and strong interpersonal skills to impact student learning
Presented by: LESTER
Functions of a Teacher 1.Instructional Function (Marzano, 2007) 2.Facilitative Function (Hattie, 2015) 3.Classroom Management Function (Stronge, 2018) 4.Guidance and Mentoring Function
Functions of a Teacher Conclusion: A good teacher is like a candle — it consumes itself to light the way for others.” – Mustafa Kemal Ataturk
References (APA 7th) ▲ Clement, M. C. (2010). What students think makes a great teacher. Educational Horizons, 88(4), 208–210. ▲ Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice?. European Journal of Teacher Education, 40(3), 291–309. ▲ Hattie, J. (2015). The applicability of visible learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1), 79–91. ▲ Ko, J., Sammons, P., & Bakkum, L. (2014). Effective teaching: A review of research and evidence. CfBT Education Trust. ▲ Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. ASCD. ▲ OECD. (2019). Teaching and learning international survey (TALIS) 2018 results. OECD Publishing. ▲ Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Presented by: ROMAR QUEQUEGAN
TEACHERS CODE OF ETHICS 1. Commitment to Professional Competence and Growth ◆ School Administrators ( principals, supervisors, etc ) must continually update their knowledge and skills to lead effectively. ◆ Supervisors are expected to model lifelong learning and support professional development for teachers.
TEACHERS CODE OF ETHICS 2. Fairness and Justice ◆ All teachers, regardless of status or background, must be treated with respect and fairness in evaluations, promotions, or disciplinary actions. ◆ Favoritism, discrimination, or unjust treatment undermines professional integrity
TEACHERS CODE OF ETHICS 3. Support and Mentorship ◆ Administrators and supervisors have a moral obligation to guide new and struggling teachers ◆ Coaching, mentoring, and constructive feedback are expected ◆ Ethical leaders help build teachers’ confidence and classroom effectiveness.
TEACHERS CODE OF ETHICS 4. Accountability and Responsibility ◆ Administrators are accountable for ensuring that ethical and professional standards are maintained in the school. ◆ Mismanagement, corruption, or negligence in leadership is unethical and unprofessional ◆ Supervisors should report and act on unethical behavior among staff while
TEACHERS CODE OF ETHICS 5. Loyalty to the Profession and Public Trust ◆Leaders must safeguard the public trust in the education system. ◆ They should avoid using their position for personal gain or political influence.
TEACHERS CODE OF ETHICS 6. Commitment to Student Welfare ◆Every supervisory decision must ultimately prioritize students’ best interest. ◆ Administrators should ensure that instructional practices meet high ethical and academic standards.
Presented by: ROMAR QUEQUEGAN
CLASSROOM MANAGEMENT Classroom Management is a critical component of effective teaching and learning. From an administrative and supervisory perspective, it is not only the teachers’ responsibility but also a shared concern of school leaders who must ensure an environment conducive to discipline, productivity, and academic success.
CLASSROOM MANAGEMENT 1. Supervisory Role in Classroom Management ◆ Monitoring classroom discipline and instructional quality ◆ Evaluating how effectively teachers manage student behavior, time and learning resources. ◆ Providing feedback and professional support to improve classroom strategies
CLASSROOM MANAGEMENT 2. Supporting Teachers in Classroom Management ◆ Conduct regular classroom observations to identify both strengths and areas for improvement. ◆ Provide training and workshops on modern classroom management strategies ( positive discipline, differentiated instruction ) ◆ Mentor new or struggling teachers in practical behavior management techniques ◆ Foster Peer learning, encouraging teachers to share best practices and strategies with colleagues.
CLASSROOM MANAGEMENT 3. Monitoring and Evaluation ◆ Student behavior and engagement. ◆ Classroom routines and time management. ◆ The ability to create a respectful, inclusive, and safe environment. ◆ Evaluation tools should be focused on both student outcomes and teacher strategies.
CLASSROOM MANAGEMENT 4. Promoting a Culture of Accountability ◆ Administrators are accountable for providing the tools, guidance and systems that enable teachers to succeed. ◆ Teachers are accountable for implementing effective strategies. ◆ Classroom Management should be seen as part of the overall school
Presented by: ROMAR QUEQUEGAN
SUPERVISION OF INSTRUCTION One of the most important responsibilities of school administrators and instructional leaders. It focuses on improving the quality of teaching and learning through systematic
Types of Instructional Supervision 1. Clinical Supervision ◆A structured data-driven approach with pre-observation, classroom observation, post-conference phases and follow ups. SUPERVISION OF INSTRUCTION
Types of Instructional Supervision 2. Peer Supervision ◆ Encourages collaboration and feedback among teachers 3. Collegial Supervision ◆ Focused on teamwork and shared responsibility for improving instruction SUPERVISION OF INSTRUCTION
Types of Instructional Supervision 4. Administrative Supervision ◆Top-down monitoring focused on compliance and accountability SUPERVISION OF INSTRUCTION
Roles of Administrators and Supervisors 1. Observer ◆ Cconduct classroom visits (formal/informal) to assess teaching strategies and classroom dynamics 2. Evaluator ◆ Use tools such as observation rubrics, lesson plans, and student outcomes to evaluate teacher performance. SUPERVISION OF INSTRUCTION
Roles of Administrators and Supervisors 3. Mentor or Coach ◆ Provide personalized guidance, mentoring or peer coaching to help teachers improve 4. Resource Provider ◆ Offer resources, materials, and training opportunities relevant to instructional needs 5. Curriculum Leader ◆ Ensure the instruction aligns with learning standards and curriculum goals SUPERVISION OF INSTRUCTION
Best Practices in Instructional Supervision ◆ Focus on growth, not just evaluation ◆ Foster trust and collaboration ◆ Use evidence-based observations and feedback ◆ Align supervision with professional development goals ◆ Encourage teacher voice and reflection ◆ Use instructional data to inform SUPERVISION OF INSTRUCTION
Comprehensive Guide to Administration and Supervision of Teaching Personnel