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Management of Instruction and Curriculum
- 1. Republic of the Philippines UNIVERSITY OF CALOOCAN CITY MANAGEMENT OF CURRICULUM AND INSTRUCTIONS DEM 407 MANOLO C. DAVANTES JR., Ph.D Professor
- 2. Prayer Heavenly Father, bless our online class, grant us focus and insight as we learn. May our work honor You and enrich our minds. Guide our thoughts and discussions to be fruitful and kind. Amen.
- 3. Topic 4 Here starts the lesson!
- 4. Subtopics: • Supervisory Models that Encourage Growth • Peer Coaching • Self-Directed Teacher Growth • Action Research • Collegial Development Groups
- 6. Supervision - It is a systematic and organized process that involves overseeing, supporting, and improving various aspects of the educational system to enhance the quality of teaching and learning. It is a critical component of educational administration and leadership.
- 7. It is a process of facilitating the professional growth of a teacher, primarily by giving the teacher feedback about classroom interactions and helping the teacher make use of the feedback in order to make teaching more effective. Professional Growth
- 8. Importance of Supervision in Education Supervision plays a crucial role in improving the quality of education by ensuring that teachers are constantly improving their instructional practices. Enhancing Teaching and Learning 1 Supervision offers teachers opportunities for professional growth and skill enhancement through feedback, mentoring, and coaching. 2 Professional Development Quality Education
- 9. Supervisory Models that Encourage Growth
- 10. FIVE SUPERVISORY MODELS Models ground our practices and help us with intentionality and consistency
- 12. - Contextual Definition (Fritz, 2003) oAn individual responsible for the supervision of teaching performance Peer coaching leaders MasterTeachers Principals PSDS Superintendents University teacher educators Instructional Leader
- 13. - A form of inquiry designed to: oencourage reflection and analysis odevelop and test hypotheses about what is effective and why Clinical Supervision
- 14. Clinical Supervision Planning Conference Classroom Observation/ Data Collection Analysis/Strat egy Stage Post- observation Conference Post- conference Analysis Goal Setting Teacher prepares detailed lesson plan Observation Proper Collection of Data through Instrument Conceptualization Dialogue Establishes goals to be met next observation (Cook, 1996) (Goldhammer et al., 1993) (Cogan, 1973) Reflection Exercise for the Instructional Leader
- 15. oencourages familiarization of influences affecting the teaching process. osupported by the OrganizationalTheory Conceptual Supervision Individuals are unified by common set of standards They work together within a system of structure
- 16. Influences Affecting the Teaching Process environment life stage work load Conceptual Supervision School Structure Organization factors Personal Factors colleagues administrators classroom climate support of colleagues decision making role conflict supervision teaching assignment interpersonal conceptual level intrapersonal experience in education knowledge of the subject (Beach & Reinhartz, 1989) (Edmeirer & Nicklaus’s, 1999)
- 17. oFocuses on the match of initial supervisory approach with the teacher or group’s developmental levels, expertise, and commitment Developmental Supervision
- 18. Three types of Assistance Teachers with low conceptual thinking, expertise, and commitment Directive Collaborative Nondirective Teachers with moderate level of abstract thinking, expertise and commitment (Glickman et al., 2001) Developmental Supervision Teachers who think abstractly and demonstrate high expertise and commitment Instructional leader as the expert Allows the teacher to be in control Both instructional leader and teacher are working as a team
- 19. oMatches supervisory styles with the teacher’s readiness level to perform a particular task Contextual Supervision
- 20. CompetenceVs. Confidence Contextual Supervision Support Vs. Task TEACHER Instructional. Leader Extent of teacher’s • Knowledge • Skill • Ability Degree of teacher’s • Self-assurance • Willingness • Motivation • Interest Amount of encouragement given to the teacher Amount of guidance provided in the subject matter (Ralph, 1998)
- 21. Level of Competence (Ralph, 1998) Four Quadrants of Leadership Style Contextual Supervision Level of Confidence (2nd Quadrant) Low Confidence; Low Competence LOW HIGH HIGH (1st Quadrant) High Confidence; Low Competence ( 3rd Quadrant) Low Confidence; High Competence ( 4th Quadrant) High Confidence; High Competence Low Support; HighTask Low Support; LowTask High Support; HighTask High Support; LowTask
- 22. oParticularly teacher-driven oAllows instructional leader to be more of a mentor Differentiated Supervision
- 23. Intensive Development Cooperative Professional Development Self-Directed Many instructional leader observations Independent teaching Mutually respectful process Focused on learning outcomes instead of teaching method Work together to facilitate professional growth Brief monitoring and unannounced classroom visit Differentiated Supervision Administrative Monitoring (Glatthom, 1997) FOUR OPTIONS FOR DIFFERENTIATED SUPERVISON Works with small number of teachers having difficulty Works with more experienced teachers Works with teachers who prefer to work alone Focuses on what classroom problems must be addressed
- 24. Supervisory Options for Instructional Leaders (SOIL) Model Instructional Leader is more administrative and structured Rigidity of structure begins to diminish Supervision is teacher-driven (Hersey, 2001)
- 25. No model fits all. Often, some approaches are more or less suited to a particular situation. Hence, it is our challenge as instructional leaders to explore a variety of approaches to aide in the development of ALL types of teachers. Implications for Leadership Educators
- 26. THANKYOU FORYOUR ACTIVE COOPERATION! Prepared by: BLESILDA F. CORPIN
- 27. References: Beach, D. M., & Reinhartz, J. (1989). Supervision: Focus on instruction. NewYork: Harper & Row. Cogan, M. L. (1973). Clinical supervision. Boston: Houghton Mifflin Edmeirer, H., & Nicklaus, J. (1999). The impact of peer and principal collaborative supervision on teacher’s trust, commitment, desire for collaboration, and efficiency. Journal of Curriculum and Supervision, 14(4), 351-378. Fritz, Carrie (2003). Supervisory Options for Instructional Leaders in Education. Journal of Leadership EducationVolume 2, Issue 2. Iowa State University.
- 28. References: Gebhard, Jerry (1984). Models of Supervision: Choices. TESOL Quarterly,Vol.18, No. 3. Columbia University. Glatthorn, A. A. (1997). Differentiated supervision (2nd ed). Alexandria,VA: Association for Supervision and Curriculum Development. Goldhammer, R., Anderson, R. H., & Krajewski, R. J. (1993). Clinical supervision: Special methods for the supervision of teachers (3rd ed.). NewYork: Holt, Rinehart, &Winston. Hersey, P., Blanchard, K. H., & Johnson, D. E. (2001). Management of organizational behavior: Leading human resources (8th ed). Upper Saddle River, NJ: Prentice-Hall. Ralph, E. G. (1998). Developing practitioners: A handbook of contextual supervision. Stillwater, OK: New Forums Press.
Editor's Notes
- Good afternoon to our dear Professor Dr. Davantes, good afternoon classmates. I hope you’re all doing well today. My topic is Supervision for Professional Growth.
- In the context of education or training, supervision involves a more experienced or knowledgeable person providing guidance, feedback, and support to a less experienced individual to help them develop their skills, knowledge, and competencies. This can occur in various settings such as in a workplace, classroom, clinical practice, or research environment.
- This presentation demonstrates the new capabilities of PowerPoint and it is best viewed in Slide Show. These slides are designed to give you great ideas for the presentations you’ll create in PowerPoint 2010! For more sample templates, click the File tab, and then on the New tab, click Sample Templates.
- Encouraging familiarization of influences affecting the teaching process is an essential aspect of conceptual supervision in education. In this context, supervisors help educators develop a deep understanding of the various factors that can impact teaching and learning in the classroom. These influences can include individual differences among students, cultural and societal norms, educational policies, school climate, technology integration, and other external forces that shape the teaching and learning environment. By familiarizing educators with these influences, conceptual supervision aims to empower teachers to make informed decisions and adjustments in their instructional practices to better meet the diverse needs of their students. Through ongoing discussions, observations, and collaborative dialogue, educators can gain insights into how external factors affect the teaching process and student outcomes. This deeper understanding enables teachers to adapt their teaching strategies, differentiate instruction, and create more inclusive and engaging learning experiences for all students. Conceptual supervision in education, with its emphasis on familiarizing educators with influences affecting the teaching process, can be supported by concepts from organizational theory. Organizational theory provides insights into how individuals, groups, and structures within an organization interact and influence each other to achieve common goals. When applied to educational settings, organizational theory can offer valuable perspectives on how schools function as complex organizations and how various factors impact teaching and learning. By integrating concepts from organizational theory into conceptual supervision practices, educators and supervisors can gain a deeper understanding of how educational organizations function and how to navigate the complex influences that affect the teaching process. This holistic approach can help create a supportive and effective learning environment that benefits both educators and students.
- In conceptual supervision in education, the environment, administrators, and colleagues are important influences that can significantly impact the teaching process. Understanding how these factors interact with and affect teaching practices is essential for educators and supervisors seeking to improve instructional quality and support student learning. Here's how each of these influences can play a role in conceptual supervision: 1. *Environment*: - *Physical Environment*: The physical environment of the classroom and school can impact teaching and learning. Factors such as classroom layout, resources, lighting, and seating arrangements can influence how teachers engage students and deliver instruction effectively. - *Cultural Environment*: The cultural environment of the school and community can also influence teaching practices. Teachers need to be aware of and responsive to cultural diversity, norms, and values to create inclusive and culturally responsive learning experiences for all students. - *Emotional Environment*: The emotional climate of the classroom and school can impact student motivation, engagement, and well-being. Teachers must create a positive and supportive emotional environment that fosters learning and growth. 2. *Administrators*: - *Leadership Support*: Administrators play a key role in providing leadership, support, and resources to teachers. Supportive administrators who prioritize professional development, innovation, and collaboration can empower educators to enhance their teaching practices and improve student outcomes. - *Policy Implementation*: Administrators are responsible for implementing and communicating school policies and initiatives that can impact teaching practices. Effective communication and collaboration between administrators and teachers are essential for successful policy implementation. - *Feedback and Evaluation*: Administrators can provide feedback, coaching, and evaluation to teachers as part of the supervision process. Constructive feedback from administrators can help teachers reflect on their practice, set goals for improvement, and enhance their teaching effectiveness. 3. *Colleagues*: - *Collaboration*: Colleagues can provide valuable support, feedback, and collaboration opportunities for teachers. Working collaboratively with colleagues can help teachers share best practices, problem-solve together, and create a culture of continuous learning and improvement. - *Professional Learning Communities*: Engaging in professional learning communities with colleagues can offer opportunities for ongoing professional development, sharing of resources, and collaborative problem-solving. Colleagues can provide peer support and mentorship to help teachers grow professionally. - *Teamwork and Communication*: Effective teamwork and communication among colleagues can enhance teaching practices and student outcomes. Teachers who collaborate effectively with colleagues can leverage each other's strengths, share responsibilities, and create cohesive and supportive learning environments. By considering the influences of the environment, administrators, and colleagues in conceptual supervision, educators and supervisors can work together to navigate these factors, leverage opportunities for collaboration and support, and ultimately improve teaching practices and student learning outcomes. Collaboration, communication, and a supportive school culture are key in enhancing the teaching process and promoting professional growth among educators. High workload can lead to teacher burnout and impact job satisfaction. Balancing workload and responsibilities is essential for teachers to maintain their well-being and effectiveness in the classroom. time management, resource allocation 2. Classroom climate like positive learning environment including relationships among students, classroom management strategies, and student engagement Inclusive practices- teachers need to foster an inclusive classroom climate that values diversity, promotes equity, and supports the social and emotional well-being of all students. Supervisors can provide guidance on creating inclusive learning environments that meet the needs of diverse learners. Personal Factors - Interpersonal - communications, relationship building, social dynamics, conflict resolution, emotional intelligence Intrapersonal - self-awareness, self-regulation, self-reflection, goal setting, personal values and beliefs
- Yes, in developmental supervision, there is a focus on aligning the supervisory approach with the developmental levels, expertise, and commitment of the supervisee, whether it is an individual teacher or a group of educators. This alignment is important because it helps ensure that the supervision is tailored to the specific needs and characteristics of the supervisee, ultimately leading to more effective outcomes. By considering the developmental levels of the supervisee, such as their current skills, knowledge, and experience, the supervisor can provide appropriate support and guidance to help them progress to the next stage of their professional development. Understanding the expertise of the supervisee allows the supervisor to provide relevant feedback and resources that are suited to their level of proficiency. Moreover, taking into account the commitment level of the supervisee is crucial in determining the appropriate supervisory approach. For instance, a supervisee who is highly motivated and dedicated may benefit from more challenging goals and responsibilities, while someone who is less committed may require additional support and encouragement to stay engaged. matching the supervisory approach with the developmental levels, expertise, and commitment of the supervisee is a key aspect of developmental supervision that helps tailor the supervision process to meet the unique needs and characteristics of the individual or group being supervised.
- 1. *Directive Supervision*: In directive supervision, the supervisor takes a more active and instructive role in guiding and directing the supervisee's work. The supervisor provides clear instructions, specific guidance, and sets expectations for the supervisee to follow. This style is more authoritarian and task-oriented, with an emphasis on giving directives and ensuring compliance with established procedures. 2. *Non-Directive Supervision*: Non-directive supervision, also known as laissez-faire supervision, is characterized by a hands-off approach from the supervisor. The supervisee has more autonomy and freedom to make decisions and take initiative in their work. The supervisor offers minimal guidance and allows the supervisee to take the lead in setting goals and determining how to achieve them. This style can be beneficial for fostering creativity, independence, and self-reliance in the supervisee. 3. *Collaborative Supervision*: Collaborative supervision involves a partnership between the supervisor and the supervisee, where they work together as equals to achieve common goals. This style emphasizes open communication, mutual respect, and shared decision-making. Both parties contribute ideas, feedback, and insights to problem-solving and decision-making processes. Collaborative supervision can lead to increased engagement, motivation, and a sense of ownership in the supervisee's work.
- matching supervisory styles with teachers' readiness levels to perform specific tasks is an essential aspect of effective supervision in education. This approach is often based on the Situational Leadership Theory developed by Paul Hersey and Ken Blanchard, which suggests that effective leadership and supervision depend on the readiness level of the individuals being supervised. In the context of educational supervision, teachers' readiness levels can vary based on factors such as their experience, skills, confidence, motivation, and knowledge of the task at hand. Supervisors can adapt their supervisory styles based on the readiness level of each teacher. 1. *Directing:* For teachers who are new to a task or lack the necessary skills and experience, supervisors may need to provide clear instructions, guidance, and closely monitor their progress. 2. *Coaching:* Teachers who are motivated but lack confidence or experience may benefit from a coaching approach. Supervisors can provide support, offer feedback, and help them build their skills and confidence. 3. *Supporting:* Teachers who have some experience and skills but may need encouragement or emotional support can benefit from a supportive supervisory style. Supervisors can offer praise, reassurance, and resources to help them succeed. 4. *Delegating:* Teachers who are experienced, skilled, and confident in performing a task may require minimal supervision. In this case, supervisors can delegate tasks and provide autonomy while being available for consultation if needed. By matching supervisory styles to teachers' readiness levels, supervisors can effectively support teachers' professional growth, enhance their performance, and ultimately improve student outcomes. This approach helps create a supportive and productive environment for both teachers and students.
- When categorizing individuals based on their level of confidence and level of competence, Ralph, 1998 created four quadrants to represent different combinations of these two attributes.
- 1st Quadrant - This quadrant includes individuals who are very confident in their abilities but lack the necessary competence to back up their confidence. They may overestimate their skills and knowledge, leading to potential mistakes or failures due to their overconfidence. 2nd Quadrant - In this quadrant, individuals have low confidence in their abilities and low competence in their skills. They may lack the necessary knowledge or experience to perform effectively in their roles. These individuals are in a developmental phase and may need training, guidance, and support to improve their skills and confidence. 3rd Quadrant - Individuals in this quadrant possess the competence and skills required for their tasks but lack confidence in their abilities. They may doubt themselves and feel like impostors despite their actual capabilities. These individuals may benefit from building self-confidence and recognizing their expertise. 4th Quadrant - Individuals in this quadrant are both highly confident in their abilities and high competent in their skills. They have a deep understanding of their field and are self-assured in their capabilities. These individuals often exhibit expertise and mastery in their work.
- Differentiated supervision can be teacher-driven in the context of education and school settings. In this context, differentiated supervision refers to the practice of school administrators or instructional leaders providing tailored support and guidance to teachers based on their individual needs, strengths, weaknesses, and professional development goals. differentiated supervision in an educational context allows instructional leaders, such as school administrators or lead teachers, to take on more of a mentorship role with teachers. By providing individualized support, feedback, and guidance to teachers based on their unique needs and goals, instructional leaders can effectively serve as mentors who help teachers develop their skills, improve their practice, and achieve their professional growth objectives.
- 1. Intensive Supervision: This approach involves close monitoring, feedback, and guidance from a supervisor or mentor. It is typically used when an individual requires significant support and oversight to improve their performance or skills. 2. Cooperative Professional Development: This approach involves collaboration and teamwork among professionals in a structured setting. It often includes group projects, peer learning, and mutual support to enhance skills and knowledge. 3. Self-Directed Learning: In this approach, individuals take responsibility for their own professional development by setting goals, identifying learning opportunities, and reflecting on their progress. It empowers individuals to pursue learning that is relevant to their needs and interests. 4. Administrative Supervision: This type of supervision focuses on the managerial and administrative aspects of a professional's role. It involves overseeing tasks, ensuring compliance with policies and procedures, and managing resources effectively.