Dimensions of Supervision in Education

1. DIMENSIONS
OF
SUPERVISION
Chapter 35

2. DIMENSIONS OF
SUPERVISION: AN
INTRODUCTION
EVERROME R. ASICO

3. Supervisory roles differ in scope and extent of influence
depending on the rank, title and position of the person with
supervisory functions in the organizational ladder.
The focus of discussion in this chapter are the roles and functions
of a high-level, school-based officer. By understanding them,
those of lower-level administrators in basic education (i.e.,
assistant principals and subject coordinators) may easily be drawn
by simply scaling down the demands and expectations of
supervision from the higher-level administrator(principal).

4. The discussion of the roles and functions of supervision revolves around
a site-based management model which is an emerging trend in school
management.
Site-based management, also referred to as school –based
management, is a model that emphasizes professional responsibility and
accountability of building administrators- rather than bureaucratic
regulations –as basis for decision making (Lunenberg and
Ornstein,1991).
In principle, site-based management or school–based management is a
form of decentralization empowering principals and lower-level
administrators to carry out tasks for the smooth operation of their
particular schools in coordination with teachers and other stakeholders.

5. It provides autonomy to school-based leaders by giving them
some sort of relief from limiting rules and regulations that are set
and defined by authorities outside the school.
As a consequence, school-based leaders are able to share the
authority of making decisions on critical issues like budget,
personnel and programs (curriculum and instruction) with the
major stakeholders of the school such as teachers, parents,
students and other community members.
School –based management is also a focus of reform in
governance of the country like for instance the RepublicAct 9155,
otherwise known as the Governance of Basic EducationAct.

6. Advantages on
the Use of
School –based
Model
1. It allows competent individuals
in the schools to make decisions
that will improve learning.
2. It gives the entire school
community a voice in key
decisions.
3. It focuses accountability on
decisions.
4. It leads to greater design in
programs.

7. Advantages on
the Use of
School –based
Model
5. It redirects resources to support
the goals developed in each
school.
6. It leads to realistic budgeting as
parents and teachers become
more aware of the schools’
financial status, spending
limitations and programs’ cost.
7. It improves teachers’ morale and
nurture new leadership at all levels.

8. Instructional
Leadership
and Effective
Schools
The bottom-line objective of
supervision is effective instruction,
the true measure of education.
Effective instruction is the primary
aim of an effective school

9. 7 Important Correlates of Effective Schools
1. Instructional leadership
2.Safe and orderly
environment
3. Climate of high
expectation of success
4.Clear and focused
mission-vision
5. Opportunity to learn and
student time-on-task
6.Frequent monitoring of
student progress
7. Home-school relations

10. Instructional Leadership
This is the most crucial variable.
It is the thread that binds all the other variables.
Is a basic concept that ensures effectiveness.
It involves tasks such as setting goals, allocating resources for
instruction, managing the curriculum, evaluating teachers
and establishing healthy and viable home-school relations .
Effective instruction becomes possible through the synergy
of all the correlates under a skillful leader.

11. Safe and Orderly Environment
The indicators of this correlate may be visible or not.
-Some of the visible indicators are proper maintenance of
school buildings, control of entry of outsiders to the school
premises, clean and secured surroundings and orderly
behavior of students.
-Some of the invisible indicators are respect of human
dignity, respect for cultural diversity and harmony.

12. Climate of High Expectations for Success
In effective schools, administrators, teachers and staff believe
that all students are capable of mastering essential school skills.
Because of high expectations, everyone exert optimum effort to
realize the goals of instruction . This is demonstrated by focusing
on instructional results and by using variety of teaching
strategies, effective classroom management principles and
interventions like remedial instruction, reteaching and
regrouping to ensure that all students achieve a reasonable level
of mastery.

13. Clear and Focused Mission-Vision
In effective schools, every member is committed to
the instructional goals, procedures, priorities and
norms that are well-defined and articulated.
When everyone is clear on the direction of the
organization, it is easier for the supervisor to secure
cooperation and support for the realization of
institutional goals.

14. Opportunity to Learn and
Student Time-on-Task
In effective schools, the required amount of
classroom time is allocated to the instruction of
essential skills.
For optimum learning, students are engaged in
teacher-directed and well-planned learning
experiences during actual class sessions and course-
related activities.

15. Frequent Monitoring of Student Progress
Academic progress in an effective school is measured regularly
and periodically through various assessment procedures.
As a matter of practice, the school conducts formative and
summative evaluation procedures to determine the quality of
achievement as well as the realization of goals and objectives.
The assessment results are used to improve not only
individual student performance, but also the quality of
instruction.

16. Home-School Relations
In effective schools, parents understand and support the basic
mission of the school.
They are given an opportunity to play an important role in
helping the school achieve its mission.This is done by way of
supporting parent-teacher association (PTA) efforts, promoting
dialogues with parents during PTA conference after the quarterly
distribution of report cards and involving parents in the conduct
of activities like foundation day celebration and field trips.

17. Positive Results of an Improvement Strategy for
Home-School Relations
1. Less student absenteeism and tardiness
2.Fewer student discipline problem
3. Fewer student dropouts
4.An increase in positive school climate
5. An increase in student graduation rate
6.An increase in parent involvement
7. An increase in student achievement scores on
standardized tests

18. A COMPREHENSIVE
VIEW OF
SUPERVISION TO
BETTER
COMMUNICATION

19. Introduction
The effective school model and the various
definitions of supervisions provide the basic
framework for a comprehensive view of
supervision. The dimensions and concerns of
supervisions relating to the correlates of effective
schools, and indicated in the different emphasis
on supervisory behavior across the year are
shown:

20. AREAS OF CONCERNS OF SUPERVISION
Off-Class
In-Class

21. SUPERVISION
IN-CLASS
EVALUATION
INSTRUCTION
ADMINISTRATION
CURRICULUM
HUMAN RELATIONS
FORMATIVE SUMMATIVE
OFF-CLASS

22. The different dimensions-
indicates the need for
corresponding special areas of
competence for effectiveness
for the supervisors.

23. •Administrative Skills
•Curriculum
Development Skills
•Instructional Skills
•Interpersonal Skills
•Evaluation Skills
•Leadership Skills
Thus, to be
an effective
supervisor:

24. OFF-CLASS
Areas of Concern of Supervision
•Direct Instruction
•Indirect Instruction

25. OFF-CLASS
Areas of Concern of Supervision
•Direct Instruction
•Indirect Instruction

26. •Used in teaching knowledge acquisition
involving facts, rules and action sequences
•Teacher-centered
•Provide details and redundant practice
DIRECT
INSTRUCTION

27. •Learner acquires behavior by transforming,
understanding, and constructing
•Teaching concepts, abstraction or patterns
•Learning process is inquiry-based, the
result is discovery and learning context
•Student-centered
INDIRECT
INSTRUCTION

28. 1. Develops an orientation program
for the teachers;
2. Develops a clear set of school
goals and objectives;
3. Involves individual departments in
curriculum development;
4. Encourages curriculum
communication with the school
and those concerned in the
district;
The responses
of the
participating
principals are
ranked based
on the
frequency of
the execution

29. 5. Handles controversial issues
that involves the curriculum;
6. Spends time visiting teachers
in the classroom;
7. Plans staff development
programs;
8. Rewards curriculum
innovation.
The responses
of the
participating
principals are
ranked based
on the
frequency of
the execution

30. 9. Encourages use of library and
media services by teachers;
10. Modifies school plant
(environment) to improve
instruction;
11. Organizes staff for curriculum
development;
The responses
of the
participating
principals are
ranked based
on the
frequency of
the execution

31. 12. Involves teachers in
curriculum development;
13.Works with curriculum
consultants in improving the
curriculum;
14. Serves as a resource for
instructional methodology and
techniques;
The responses
of the
participating
principals are
ranked based
on the
frequency of
the execution

32. 15. Plans the curriculum;
16. Develops curricular
matters for the classroom;
17. Involves the community
in curriculum development.
The responses
of the
participating
principals are
ranked based
on the
frequency of
the execution

33. •Standard operating procedure
•Provide them critical information on
curriculum and instruction specifically
lesson planning, curricular practices and
classroom strategies.
1.ORIENTATION

34. •Necessary goals and objectives are being
reviewed
•Done through the initiative of the
supervisor in coordination with all
important stakeholders of the school
2. REVIEW OF GOALS AND
OBJECTIVES

35. •Based on experiences and information
gathered during the year
•To determine what has worked and what
has not during the year
•Very useful and effective in improving the
teaching and learning process
3. CURRICULUM REVISIONS

36. • The process reveals the strengths and
weaknesses of the written curriculum vis-à-
vis the taught curriculum
• Review also exposes weaknesses of the
facility and certain deficiencies in facilities
that have constrained the effective
implementation.
4. CURRICULUM IMPROVEMENT

37. • Arguments that usually spring from the
parents’ complaints regarding curriculum and
instruction
5. CONTROVERSIAL ISSUES

38. • Exhibits their curriculum leadership by
serving as a resource in such planning,
developing, innovative strategies, audiovisual
materials and test construction
6. RESOURCE PERSONS

39. • Programs in connection with the curriculum
that impacts effective instruction
7. RECOGNITION OF ACHIEVEME

40. • Promotes better communication between
the school and the community regarding the
curriculum through newsletters, curricular,
dialogues and meetings.
8. BETTER COMMUNICATION

68. ADMINISTRATIVE
DIMENSION OF
SUPERVISION

69. Administrators have to perform many tasks on a daily grind.They
administer processes, programs and services, and personnel.
These tasks include planning, setting and prioritizing of goals,
establishing standards and policies, budgeting, allocating
resources, staffing, coordinating and monitoring performance,
conducting meetings and reporting, among others. In addition,
they interact with faculty, students, parents, and other members
of the community, and communicate information to various
stakeholders, as well as report to higher authorities. All these
multifarious activities are undertaken for the purpose of providing
effective instruction to their clientele.

70. A good administrator initiates planning of
programs and strategies; organizes committees to
set and prioritize goals; establishes educational
standards, as well as policies and procedures to
carry them out; takes charge of the staffing of the
organization; coordinates programs and projects,
and prepares reports and budgets.
Administration
of Processes

71. PLANS MAY BE LONG-RANGE OR SHORT-RANGE.
Administration
of Processes

72. PLANS MAY BE LONG-RANGE OR SHORT-RANGE.
Long-range plans are based on in-depth needs assessment.
They should be based on clear goals and objectives.These plans are
comprehensive, and include such concerns as major program revision,
implementation and evaluation, manpower projections and long-range
staff development programs, and new facilities needed including
building improvements. Long-range plans involve the participation of
important stakeholders of the school.
Administration
of Processes

73. PLANS MAY BE LONG-RANGE OR SHORT-RANGE.
Short-range plans are based on the immediate needs
for the incoming year. These plans include minor
revisions in the curriculum, faculty development
activities and preparation of the school calendar,
assignment of loads, purchases, and other needs for the
new school year.
Administration
of Processes

74. School heads interview, hire,
evaluate, and help improve the
skills of teachers and staff.They
give advice, explain procedural
questions, and provide
opportunities for faculty and staff
development.They also make the
painful decision of terminating,
after due process, personnel who
do not meet school standards
despite their effort to help them.
Administration
of Personnel

75. Principals prepare and
administer the approved
budgets.This task is oftentimes
unpopular to many
administrators probably because
it is a business concern.The
budget, once approved by higher
authority, serves as a legal basis
for annual expenditures,
accounting, and auditing.
Administration
of Budgets

76. Budgeting is a skill that every
administrator must have and
enhance.Typically, the budget is
concerned with three major
types of expenditures: capital
expenditures, personnel
services, and maintenance and
other operating expenses
(MOOE).
Administration
of Budgets

77. With the increase in faculty militancy, modern
principals are now tasked to perform
additional roles.Those tasks include public
relations activities and negotiating with
faculty associations.
Public relations require tact and diplomacy,
while negotiating with faculty unions require
comprehensive knowledge of the rules of
management and labor. What this means is
that to be able to represent the school well,
whether in public affairs or in the negotiating
table, it is very important for supervisors to be
highly skilled and knowledgeable.
Additional
Administrative
Roles

78. School supervision is a complex
process that entails many
dimensions. Supervisors are
expected to attend to many
aspects of supervision both
inside and outside the classroom
because they all impact the
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79. A school head is a curriculum
leader, a strategic planner, a
team leader, an administrator, an
evaluator, and a negotiator,
among many other functions. The
milieu of a school leader revolves
around many important
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80. In order to realize the objectives of
the school, the school head should
provide a strong and enlightened
leadership. Strong leadership enables
schools to deliver effective
instruction, motivates the people in
the organization to work as a high-
performance team, and insures the
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81. The different dimensions inside or
outside the classroom demand
corresponding special areas of
competence for effectiveness. Thus,
to be an effective supervisor,
regardless of title or position, it is
necessary to have administrative
skills, curriculum development skills,
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82. More importantly, it must be
emphasized again that to insure that
all the different areas of concern are
addressed effectively and
efficiently, the critical requirement
is the possession and development of
leadership skills by the supervisor.
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83. THANK
YOU!