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Ed105-Group3 FINAL.pptx

This document discusses the importance of supervision and evaluation in classroom instruction. It defines supervision as a collaborative process aimed at improving instruction, and identifies three approaches: directive, collaborative, and self-directive. Evaluation is described as having both formative and summative components, with the goals of assessing instruction quality and aiding administrative decision-making. Key teaching competencies are also outlined, such as communication skills, instructional strategies, planning, content mastery, assessment, classroom management, and attitudes that promote learning. The importance of evaluation is that it provides feedback to improve teaching and learning, informs curriculum development, motivates students, and supports cooperation between teachers and parents.

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Importance of Supervision and Evaluation in classroom instruction Group 3 Members: Lorena G. Lecita Thesa C. Madalag Mayreyjen G. Diaz Kryss Gianne G. Pastores Nilma C. Libron
Supervision of instruction “Supervision is the guide that holds a successful school together.. a process by which some person or group of people is responsible for providing a link between individual teacher needs and organizational goals that individuals within the school can work in harmony toward their vision of what the school should be”- Glickman, 1990.
Supervision of instruction Instructional Supervision is a professional continuous and cooperative process for the improvement of instruction. It is characterized by guidance, assistance, sharing of ideas, facilitation, or creation to help teachers improve learning situation and quality of learning in the schools. It is hand holding for a professional colleague by a supervisor or instructional leader who possesses superior knowledge and skills and who work collaboratively in a school environment that nurtures the development of professional learning community.
Supervision of instruction Instructional supervision is the work of ensuring the implementation of the educational mission of a school by overseeing, equipping, and empowering teachers to provide meaningful learning experiences for students.
Supervision of instruction Along the policy of DepEd conforms to conduct of instructional supervision to guide its instructional leaders, school principal, master teachers, head teachers and teachers. It undergoes proper procedures to prepare all concerned with needed materials, tools and forms to avoid conflict and misinterpretation in the conduct of instructional supervision.
Supervision of instruction Through effective supervision of instruction, administrators can: • reinforce and enhance teaching practices that will contribute to improve student learning. • Provide meaningful feedback and direction to teachers. •Hold teachers accountable for providing an appropriate and well-planned program.
Approaches to Instructional Supervision 1. Directive Supervision - whether intensive or informational may lend very well for beginning and inexperienced teachers, experienced teachers who are having teaching difficulties, and teachers who are performing well but need direct intensive guidance on new innovations. Plan is either supervisor assigned or suggested.
Approaches to Instructional Supervision 2. Collaborative Supervision – is appropriate in starting to create a professional learning community, where individual teacher tries to be responsible of each other’s professional growth. It promotes cooperative and collegial learning, where the teacher and the supervisor mutually plan and work together as equal.
Approaches to Instructional Supervision 3. Self-directive Supervision – most appropriate for advanced and independent self-directed teachers who clearly have greater knowledge and understanding of what they want to do. The supervisor’s role is to provide technical resources, motivate and assist in the attainment of the plan.
Importance of supervision instruction •To provide objective feedback to teachers. •To diagnose and solve teaching problems. •To help teachers develop their strategies and skills. •To evaluate teachers maintain positive attitude.
EVALUATION OF CLASSROOM INSTRUCTION
WHAT IS CLASSROOM EVALUATION? - refers to student assessment that teaches design and administer themselves.
TYPES OF EVALUATION Fomative Evaluation Summative Evaluation
TYPES OF EVALUATION Formative Evaluation -Used to determine the effectiveness of the delivery of instruction that will serve as the basis for improvement. Summative Evaluation - Used for making administrative decisions (promotion, hiring, merit pay, grant of tenure, reassignment and even dismissal
Why do we need to evaluate Classroom Instructions? 1. To help the instructional supervisor know how to assist teachers in their work. 2. To assess the quality of instruction. 3. To monitor teacher’s progress in instruction. 4. To serve as a basis for the administrative decision making.
Categories for Evaluation 1. Content-related 2. Instruction-realated 3. Climate-related 4. Classroom management-related
Teaching Competencies 1. Communication Skills 2. Knowledge of variety of teaching strategies 3. Skills in planning and organizing 4. Mastery of subject matter 5. Skills in assessing the outcomes of learning 6. Skills in classroom management 7. Attitude that foster learning
Teaching Competencies 1. Communication Skills Colohan and Clark (1998) maintain that the use of questions is one if the most important teaching techniques. Thus, it is necessary for teachers to develop good questioning techniques as an essential communication tool. It enables the teacher to: • Assess students’ progress • Stimulates thinking • Emphasize key points • Motivates students to pay attention
Teaching Competencies 2. Knowledge of variety of teaching strategies(instructional Skills) instructional skills pertain to the ability of the teacher to use a repertoire of instructional strategies that lead the students o be involved actively in the learning process (Danielson and McGreal, 2000)
Instructional Skills are demonstrated by competent teachers through: • The application of motivation and presentation strategies suited to the topic and class level. • Use of appropriate instructional materials. • Selection of pacing of learning activities that sustain students’ interest. • Ease in explaining difficult concepts by using by using simple terms. • The art of questioning.
Teaching Competencies 3. Skills in planning and organizing • The organization of content, materials, and method of classroom instruction requires careful planning. 4. Mastery of Subject matter (content) • Teachers are expected to be expert on the subject matter being taught. • Teachers should be well-versed about the topic under discussion.
Teaching Competencies 5. Skills in assessing the outcomes of learning ( evaluation of learning) •The teacher can use the evaluation result to determine wether the concepts and skills emphasized during instruction were understood or not. 6. Skills in classroom management (Classroom Discipline) •To foster student involvement and cooperation in all classroom activities.
Teaching Competencies 1. Attitude that foster / promote learning (personality) - suggested attitudes and behaviors of the teachers that promote learning and create proper climate in the classroom: • High Expectations • Enthusiasm • Concern for Children • Openness to student inquiry • Fairness • Humor • Sensitivity to the needs and concerns of students • decisiveness
IMPORTANCE OF EVALUATION
1. Evaluation is important to the classroom teachers, supervisors and administrators in directing as well as guiding teaching and learning. 2. Evaluation aids in devising more effective instructional materials and procedures of instruction.
3.Evaluation stimulates students to study. 4. Evaluation helps teachers to discover the needs of the pupils.
5. Evaluation used to enforce external standards upon the individual class or school. 6. Evaluation, likewise, helps to provide objective evidences for effective cooperation between parents and the teachers.
THANK YOU ! AND GOD BLESS US ALL !!