Educational Supervision and its types

Educational Supervision and its types

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  Educational Supervision Submitted By:Neelam
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  •Introduction •Definition of educational Supervision •Natureof Educational Supervision •Types of Educational Supervision •Description of Types •Description Of Types •Conclusion •References Content List
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  The concept ofsupervision is based on the fact of improvement of instruction is a cooperative project. It’s concerned to stimulate, coordinate, guide and make the teacher self directive. Supervision can called superior vision. It is the vision which has the mission. It is looking forward and has large scope for growth of education.
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  Definitions of Educational Supervision “Supervisionis assistance in the development of a better teaching/ learning situation.” Wiles “Supervision is an expert technical service primarily concerned with studying and improving the conditions that surround learning and pupil growth.” A.S Barr “Supervision has gradually moved from improvement of instruction to improvement of learning.” Harold Spears
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  Progressive Based on Philosophy Professional CreativeAnd Constructive Democratic Progressive • Promotion • Growth of student/Teacher • Integrate available • Resources • Materials and Efforts Based On Philosophy • Sensitive about • Ultimate Aims and Values • To Policies Professional • Speciallized Body • Growing up • Knowledge and Technique Creative and Construct • Bring Improvement • All aspect of Education • Relate Teaching and Learning Democratic • Social Force • Development • Human personality • Social Order Func. Process. Activity • This is a sample text. • Insert your desired text here. • This is a sample text. Nature Of Educational Supervision
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  TYPES OF EDUCATIONAL SUPERVISION Supervision
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  Description of Types •Tryto find Fault •Make Record of drawback of teacher •Bring notices to higher authority •Rarely gives suggestion •“Fault Finding” •Does not serve any useful purpose •Helps to teacher and Higher level •Anticipate new situation •This type is rarely seen •Better than corrective •At Teacher Level •Appreciate Teachers •For New things and experiments •Encourages teachers •Emphasis the Improvement of Teacher •As well As Techniques improvements •Training and guidance •Teachers are Observed •Left free to do by own choice •Not help for improvement
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  Description Critical Friendship Act as Friendand Guider. Mentoring Act as Role model for under workers Monitoring Check on Progress and problems, and give solutions. Advisor y At a superior level and give advices Clinical Supervisor and person face-to-face interact to each other Accountability Supervisor perform the traditional inspector role and demand Strict accountability
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  Conclusion Supervision is normally“see” or “oversee”. Supervision is more concerned with administrative work instead of academic work. Supervisor is not subject expert and normally their position is autocratic. Supervision can enhance the teacher leadership role in improving student learning. For the positive outcomes, carefully plan the supervision. Supervision is democratic, scientific, creative, professional.
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  References 1 2 3 4 Dr. Manjit Kaur,Dr. C.L.Shivgotra (2007): Study material for Educational Administration, University of Jammu, India Dennis L. Treslan, (2010), Educational Supervision in a "Transformed" School Organization, Memorial University of Newfoundland Kimball Wise (1983), Supervision For better School (5th Edition), Prentice Hall,INC. Hariz Agig, (2004), The White Book “New School Supervision” bm:bwk and KulturKontakt Austria