High quality supervision and evaluation involves a cycle of planning, observation, and feedback to improve instruction. Supervision ensures quality teaching and promotes professional learning, while evaluation assesses whether teaching meets standards. Effective supervisors provide constructive feedback, set objectives, and support teachers' professional growth through various styles including directive, collaborative, and nondirective approaches. Differentiated supervision gives teachers options for intensive, cooperative, or self-directed development based on their needs. Quality supervision requires clear objectives, awareness of teachers' needs, and facilitating progress through acceptance of diversity.

1. High Quality of supervision and EvaluationHigh Quality of supervision and Evaluation
““To what height I can't Rise I can and I will InshAllah”To what height I can't Rise I can and I will InshAllah”

2. supervisionsupervision
• ““Supervision is notSupervision is not
the act of instructingthe act of instructing
students—that is,students—that is,
teaching—but ratherteaching—but rather
the actions thatthe actions that
enable teachers toenable teachers to
improve instruction forimprove instruction for
students.”students.”

3. Supervision processSupervision process11
Plan
Review
Revise
Do

4. EvaluationEvaluation
A formal process of gathering informationA formal process of gathering information
over a period of time and the application ofover a period of time and the application of
reasoned professional judgment byreasoned professional judgment by
evaluator in determining whether one orevaluator in determining whether one or
more aspects of the teaching of teachermore aspects of the teaching of teacher
exceeds, meet or not meet teachingexceeds, meet or not meet teaching
standards.standards.

6. Evaluation Accomplish 2 thingsEvaluation Accomplish 2 things
 it ensures the quality of teachingit ensures the quality of teaching
 It promotes professional learningIt promotes professional learning

7. Component of integrated ofComponent of integrated of
supervision and evaluationsupervision and evaluation
• Goal settingGoal setting
• Evaluation tool and instrumentEvaluation tool and instrument
• supervision and technique stylesupervision and technique style
• focused assistancefocused assistance

8. SKILLS & QUALITIES NEEDEDSKILLS & QUALITIES NEEDED
• Supervisory –Supervisory – clinical guidance, joint problem solving, theoryclinical guidance, joint problem solving, theory
practice, feedback, reassurance, role modelpractice, feedback, reassurance, role model
• Clinical –Clinical – good clinician, up-to-date knowledge and skillgood clinician, up-to-date knowledge and skill
• Teaching –Teaching – providing opportunity to do, directing, feedback,providing opportunity to do, directing, feedback,
teaching and learning resources, individualised teaching,teaching and learning resources, individualised teaching,
availability, evaluation skillsavailability, evaluation skills
• Interpersonal –Interpersonal – involving trainees in patient care, negotiation,involving trainees in patient care, negotiation,
assertiveness, counselling, appraisal, listening skills, self-assertiveness, counselling, appraisal, listening skills, self-
awareness, empathy, own emotions, positive support,awareness, empathy, own emotions, positive support,
enthusiasticenthusiastic

9. STRENGTHS & WEAKNESSES OF EDUCATIONALSTRENGTHS & WEAKNESSES OF EDUCATIONAL
SUPERVISORS (Lloyd and Becker 2007SUPERVISORS (Lloyd and Becker 2007
Most helpfulMost helpful ConcernsConcerns
Constructive honestConstructive honest
feedbackfeedback
Not straight withNot straight with
feedbackfeedback
Setting objectives andSetting objectives and
planningplanning
Form-filling exerciseForm-filling exercise
Career planning adviceCareer planning advice Sessions difficult toSessions difficult to
arrangearrange
Pastoral supportPastoral support Lack of time to talkLack of time to talk
Non-clinical advice –Non-clinical advice –
articles, etc.articles, etc.
Poor listening skillsPoor listening skills
Commitment fromCommitment from
educational supervisoreducational supervisor
No real commitmentNo real commitment
Protected timeProtected time No interest in traineeNo interest in trainee

10. Supervisory StylesSupervisory Styles
• Supervisory beliefs inventorySupervisory beliefs inventory•Behaviors with individuals
•Directive control
•Directive informational
•Collaborative
•Nondirective
•When to use

11. Extent of Teacher Self-direction
DirectiveControl
DirectiveInformational
Collaborative
Nondirective
Supervisory Styles

12. Functions of supervisionFunctions of supervision
• Set objectives / expectationsSet objectives / expectations
• Monitor performance / provide feedbackMonitor performance / provide feedback
• Ensure suppliesEnsure supplies
• Address training and development needsAddress training and development needs
• Solve problems jointlySolve problems jointly
• Motivate and support providers to improveMotivate and support providers to improve
performanceperformance

13. What do supervisors do?What do supervisors do?
Translate the policies and objectives of the agency into specific work
duties and timelines;
Select the jobs to be completed;
Assign workers who will complete the jobs;
Determine when the jobs will be completed;
Review whether or not the work is being completed and up to agency
standards;
Evaluate employees;

14. Circle of supervisionCircle of supervision
• Pre-observation ; A meeting between thePre-observation ; A meeting between the
teacher and evaluator to determine the contextteacher and evaluator to determine the context
of observation the purpose of the data collectionof observation the purpose of the data collection
• observation; the evaluator will conduct theobservation; the evaluator will conduct the
observation,typically in the teacher classroom. Aobservation,typically in the teacher classroom. A
written summary is prepared and shared at thewritten summary is prepared and shared at the
post-observation.post-observation.
• Post-observation; a meeting between thePost-observation; a meeting between the
teacher and the evaluator to collaborativelyteacher and the evaluator to collaboratively
discuss the observation.Descriptive feedbackdiscuss the observation.Descriptive feedback
provided to the teacherprovided to the teacher

15. Differentiated supervisionDifferentiated supervision
Galthorn 1997 describes that differentiatedGalthorn 1997 describes that differentiated
supervision as an approach that providessupervision as an approach that provides
teacher with options about the kind ofteacher with options about the kind of
supervisory and evaluation services theysupervisory and evaluation services they
receive.receive.

16. Differentiated approach 3Differentiated approach 3
supervisory choice for teachersupervisory choice for teacher
Intensive Development; a systematic, sequentialIntensive Development; a systematic, sequential
and cycle supervisory process that involves theand cycle supervisory process that involves the
interaction between supervisor and teacherinteraction between supervisor and teacher
Cooperative development; a process of fosteringCooperative development; a process of fostering
teacher growth through a systematicteacher growth through a systematic
collaboration with the peers.collaboration with the peers.
Self-directive development; the individual teacherSelf-directive development; the individual teacher
works independently on a program of aworks independently on a program of a
professional growthprofessional growth

17. cont…cont…
Staff development is an activity or processStaff development is an activity or process
intended to improve skill, attitudeintended to improve skill, attitude
,understanding or performance in present,understanding or performance in present
or future roles [ Fullen 1990]or future roles [ Fullen 1990]
The only way we are going to get fromThe only way we are going to get from
where we are where we want to be iswhere we are where we want to be is
through staff developmentthrough staff development

18. What kind of supervisor will youWhat kind of supervisor will you
be?be?

19. Quality supervision requiresQuality supervision requires
• Clear and specific worker objectives.Clear and specific worker objectives.
• Awareness of worker’s needs.Awareness of worker’s needs.
• Willingness to facilitate the step-by-stepWillingness to facilitate the step-by-step
progression of workers.progression of workers.
• A willingness to accept the diversity of workersA willingness to accept the diversity of workers
including differences in viewing the role ofincluding differences in viewing the role of
working, differences in motivation, differences inworking, differences in motivation, differences in
interest and differences in cultural perspectivesinterest and differences in cultural perspectives

20. SMARTSMART
• Specific –Specific – what exactly?what exactly?
• Measurable –Measurable – how will it be demonstrated? Observation,how will it be demonstrated? Observation,
evaluation, feedback,evaluation, feedback,
workplace-based assessments?workplace-based assessments?
• Achievable –Achievable – syllabus/stage-relatedsyllabus/stage-related
• Relevant –Relevant – to the placement and the workloadto the placement and the workload
• Time framed –Time framed – with specified timescalewith specified timescale

21. Marquez, Lani and Linda Kean, “ Making SupervisionMarquez, Lani and Linda Kean, “ Making Supervision
Supportive and Sustainable: New ApproachesSupportive and Sustainable: New Approaches
Problems”, MAQ Paper no. 4, 2002; USAID.Problems”, MAQ Paper no. 4, 2002; USAID.
2. Kilminster S.M. and Jolly, B.C. (2000). Effective2. Kilminster S.M. and Jolly, B.C. (2000). Effective
supervision in clinical practice settings: a literaturesupervision in clinical practice settings: a literature
review.review. Medical Education, 34Medical Education, 34, 827-840., 827-840.
3. Rowe K Alexander, Don de Savigny, Claudio F. Lantana,3. Rowe K Alexander, Don de Savigny, Claudio F. Lantana,
Cesar G Victora, “How can we achieve and maintainCesar G Victora, “How can we achieve and maintain
high-quality performance of health worker sin low-high-quality performance of health worker sin low-
resource settings?” the Lancet August 9, 2005resource settings?” the Lancet August 9, 2005
References

22. Thank youThank you