This document discusses various methods of supervision and evaluation of teachers. It describes elements common to observational systems, types of classroom visits and supervision in the Philippines. It then focuses on clinical supervision, outlining its characteristics, model, and differences from traditional supervision. Other methods discussed include cognitive coaching, mentoring, peer assessment, portfolio assessment, and action research. Clinical supervision aims to help teachers improve instruction through self-analysis and reflection.

1. Advance Administration and Supervision

3. Elements Common to most
Observational Systems.
• purpose for the observation
• operational definitions of all the observed behaviors
• training procedures for observers
• a specific observational focus
• a setting
• a unit of time
• an observation schedule
• a method to record the data
• a method to process and analyze data

4. TYPES OF CLASSROOM
VISITS IN THE PHILPPINES
•Scheduled Visit
•Unscheduled Visit-
•Invitational Visit-

5. TYPES OF SUPERVISION
OF INSTRUCTION
• CLINICAL SUPERVISION
– It is a supervision that develops the
teacher’s sense of responsibility to grow
professionally, analyze his/her own
performance and to accept change and
assistance

6. • Concepts for Intervention in Clinical
Supervision
Self-analysis,
Openness to change
Willingness to accept assistance
Self-direction

7. CHARACTERISTICS OF
CLINICAL SUPERVISION
• 1. It is a deliberate intervention into
the instructional process.
• 2. It is goal oriented.
• 3. It assumes a professional working
relationship between teacher(s) and
supervisor(s).

8. • 4. It requires a high degree of mutual
trust, as reflected in understanding,
support, and commitment to growth.
• 5. It is systematic, although it requires
a flexible and continuously changing
methodology.
• 6. It assumes that the supervisor
knows about the analysis of
instruction and learning and also
about productive human interaction.

9. CLINICAL SUPERVISION MODEL
• 1. Pre-conference with teacher
• 2. Observation of the classroom
• 3. Analyzing and interpreting
observation and determining conference
approach Post-conference with
teacher.

10. DIFFERENCE BETWEEN CLINICAL SUPERVISION AND
TRADITIONAL SUPERVISION
VALUES CLINICAL SUPERVISION TRADITIONAL SUPERVISION
Aim To help improve instruction Evaluation of instruction
Basis Classroom Data Observer’s Rating
Focus Limited specific concerns Broad general concerns
Frequency Based on Need Based on policy
Philosophy Promotes Independence Promotes dependence
Process Cyclical Linear
Responsibility Shared between teacher and Supervisor’s Responsibility
supervisor

11. Cycle of Clinical Supervision

12. COGNITIVE COACHING
• This supervision engages the teacher
to become supportive to collegial
investigation, and reflection of the
teaching-learning process .

13. Evaluative Steps in Cognitive Coaching
Collaborative
Reflection- comparing
actual and desired
student performance
Evaluating
appropriateness of
teaching strategies
Analyzing effects of
teacher’s classroom
behavior and other’s

14. Important Stages of Meta-Cognition
• Planning
The coach helps teachers to think
carefully through their planned
lessons ; anticipate what might
happen during the lesson; plan a way
to document what will transpire
during the lesson.

15. • Lesson Observation
The classroom instruction is
observed and documented as it takes
place. Desired behaviors are used as
bases for discussion during the
reflection conference. Student
achievement and strategies, and
decisions made during the lesson are
noted.

16. • Reflection Conference
Coaches facilitate and mediate by
helping teachers do the following:
• Summarize impressions and assessments of the
lesson
• Recall the data supporting those impressions and
assessments
• Express feelings about the lesson
• Compare the plan with the actual implementation
of the lesson
• Analyze why desired outcomes were not
achieved/achieved
• Deduce relationships between student
achievement and teacher behavior

17. MENTORING
• This method is helping
teacher by another teacher
to develop one’s skills in
teaching. It develops both
the confidence of the
teachers who are involved.

18. PEER ASSESSMENT
• A “peer” may be a co-worker, a
partner, an associate, or a
collaborator. Peers may assess or
evaluate each other without feeling
threatened and anxious of the
possible loss of self-esteem because
of proximity, equality, and safety that
exist between and among them.

19. PORTOLIO ASSESSMENT
• Teacher portfolio is
a collection of
works, records,
and documents
demonstrating and
highlighting a
teacher’s
knowledge and
skills in teaching.

20. Contents of Teacher Portfolio
– Teacher’s background
– Class description: time, grade, and content
– Licensure examinations
– A personal statement of teaching philosophy and
goals
– Faculty development effort such as workshops,
seminars and programs
– Implemented lesson plans, handouts and notes.
– Graded student work such as tests, quizzes, and
class projects.
– Video/audiotape of classroom lessons
– Colleagues observations on teaching
– Photographs of bulletin boards, chalkboards or
projects

21. ACTION RESEARCH
• It is an inquiry that teachers design
and conduct in order to improve
teaching performance. . The process
provides teachers new opportunities
to reflect on and evaluate their own
teaching personally; explore and try
out innovative ideas and assess how
effective the innovations are.

22. • It promotes the concept of teacher-
as-researcher which encourages
teachers to be collaborators not only
in improving teaching behavior, but
also in revising curriculum, improving
working environment,
professionalizing teaching, and
developing policy.

24. That in all things, God may
be glorified…!

25. thank you…