Educational supervision aims to enhance teaching and learning through cooperative efforts, focusing on improving educational conditions and fostering teacher autonomy. It encompasses various types, such as critical friendship and mentoring, emphasizing professional growth, support, and accountability. The role of supervisors should be democratic and constructive to positively impact student learning outcomes.

1. Educational Supervision
Submitted By: Neelam

2. •Introduction
•Definition of educational
Supervision
•Nature of Educational
Supervision
•Types of Educational
Supervision
•Description of Types
•Description Of Types
•Conclusion
•References
Content List

3. The concept of supervision 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.

4. Definitions of Educational
Supervision
“Supervision is 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

5. Progressive
Based on Philosophy
Professional
Creative And
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
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Nature Of Educational Supervision

6. TYPES OF EDUCATIONAL
SUPERVISION
Supervision

7. Description of Types
•Try to 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

8. Description
Critical
Friendship
Act as Friend and
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

9. 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.

10. 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