This manual provides the framework for instructional supervision across different governance levels from region to school. It outlines the organizational structure and functions and responsibilities of instructional supervisors at each level. The roles include providing technical assistance and support to teachers, monitoring and evaluating instruction, identifying needs and implementing interventions to improve teaching and learning. The overall goal is to enhance education quality by supporting teachers and creating an enabling environment.

1. MANUAL
OF INSTRUCTIONAL
SUPERVISION
PROMELO G. ASENJO PhD
Presenter
Garcia-Hernandez District
Garcia-Hernandez, Bohol

2. Content
Instructional Supervision Framework
V
Organizational Structure
VI
Functions and Responsibilities
VII
Region
VII.1
Division
VII.2
District
VII.3

3. Instructional
Supervision Framework
This manual is anchored primarily on the
Governance and Basic Education Act of 2001
(RA 9155).
It provides the framework of governance of
basic education and establishes authority,
accountability, and responsibility in all
governance levels, for achieving higher
learning outcomes.
It featured the principle of shared governance
where unit has particular role, task
& responsibility.

4. Instructional
Supervision Framework
DO 42, s. 2017 – recognized the crucial role of
teachers in developing learners and that good
teachers are vital to raising achievement.
 DO 25, s. 2020 – cited the supervisor’s key role
in upgrading education quality at the regional,
division or school levels.
 It includes:
 Improvement of teacher & school head
quality through creating an enabling &
supportive environment by providing
technical assistance to principals.

5. Instructional
Supervision Framework
Schools & learning centers are the core of the
delivery of quality basic education to all
learners.
Teachers need to be properly guided and
motivated to seek out new opportunities to
learn.
Instructional supervisors SHOULD act as
LEARNING CATALYSTS, TEACHER
MOTIVATORS, and KNOWLEDGE SHARERS
through instructional supervision.

6. Instructional Supervision Framework

7. Instructional
Supervision Framework
Instructional supervision is one of the
most significant roles of instructional
leaders.
It is a complex process that involves
working with teachers & other educators
in a collegial, collaborative relationship to
enhance the quality of teaching and
learning within schools.

8. Instructional
Supervision
Contextual
Can be done through DIRECTIVE
SUPERVISION, COLLABORATIVE
SUPERVISION, & NON-
DIRECTIVE SUPERVISION

9. 1. Directive Supervision
Intensive & informal approach of
instructional supervision
Used to teachers whose
pedagogical competence,
conceptual thinking & work-
related commitments NEED
ENHANCEMENT

10. 2. Collaborative Supervision
Generative & relational
Teachers create their own
answers, and experience
freedom & self-competence.
Instructional supervisor &
teacher exchange ideas & agree
upon a course of action.

11. 3. Non-directive Supervision
Teachers come up with their
own solutions to teaching
problems & have the freedom to
express and clarify their ideas.

12. Remember :
Three approaches work best
for specific set of teachers
DEPENDING ON THEIR
CAPABILITIES &
PROFESSIONAL
DEVELOPMENTAL NEEDS.

13. Instructional Supervisors
EXTERNAL
INTERNAL
Schools & CLCs

14. 1. External Instructional Supervisor
Provide technical
assistance, monitor and
evaluate, and utilize data
gathered as basis for policy
formulation

15. 2. Internal Instructional Supervisor
Provide instructional
supervision to all teachers
Dynamic and flexible in
responding to the
instructional needs &
deficiencies of teachers

17. Instructional
Supervisor
Their roles and responsibility
may vary
ULTIMATE GOAL is to bring out
the best in each teacher because
every child deserves a champion

18. Instructional
Supervision
Mechanism to evaluate and validate
teachers’ performance of the expected
professional competence
Way of monitoring how teachers deliver
instruction. Perform pedagogies &
provide innovation or intervention in their
respective classes.

19. Instructional
Supervision
Mechanism to evaluate and validate
teachers’ performance of the expected
professional competence
Way of monitoring how teachers deliver
instruction. Perform pedagogies &
provide innovation or intervention in their
respective classes.

20. Instructional
Supervision
Provides effective feedback mechanism
to improve teaching and learning
performances

21. M & E Results
Basis for modification of interventions
and assessing the quality of activities
being conducted
Used to demonstrate that program
efforts had a measurable impact on
expected outcomes & have implemented
effectively

22. Fig.2 – Organizational Structure

23. FUNCTIONS
AND
RESPONSIBILITIES R
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1.1 REGIONAL DIRECTOR
- performs oversight functions
in the implementation of the
instructional supervision in the
region
1.2 ASSISTANT REGIONAL
DIRECTOR
- assists the Regional Director
in overseeing the implementation of
instructional supervision in the
region
1.3 CLMD CHIEF
- provides objective feedback
& technical inputs based on
consolidated needs assessment

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1.3 CLMD CHIEF
- leads the CLMD team in
conducting Monitoring and
Evaluation
- provides technical assistance
toward effective instructional
supervision
1.4 REGIONAL
SUPERVIOR
- coordinates with other
functional divisions in conducting
monitoring & evaluation of schools
division instructional supervision
plan implementation
- analyses & interprets the
results to identify appropriate
interventions

26. R
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1.4 REGIONAL
SUPERVIOR
- prepares reports on the
progress of the technical assistance
provided
- submits reports on
instructional supervisory strategies
implemented by schools divisions
for policy recommendations

27. D
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2.1 SCHOOLS DIVISION
SUPERINDENT
- manages the effective and efficient
implementation of the instructional
supervisory manual to ensure quality in
the delivery of basic education services
2.2 ASSISTANT SCHOOLS
DIVISION SUPERINTENDENT
- assists the school’s division
superintendent in managing the effective
and efficient implementation of the
instructional supervisory manual

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2.3 CID CHIEF
- provides objective feedback and
technical inputs based on consolidated
needs assessment
- leads the CID team in conducting
Monitoring and Evaluation (M&E) in
coordination with the School Governance
and Operations Division (SGOD);
• provides technical assistance toward
effective Instructional Supervision;
• presents to management reports on the
progress of technical assistance provided
to districts and schools
• submits reports arising from monitoring
and evaluation results in the provision of
technical assistance.

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2.4 DIVISION SUPERVISOR
• prepares Instructional Management
and Supervisory Plan;
• conducts monitoring and evaluation of
districts and schools Instructional
Supervisory Plan implementation;
• analyzes and interprets the results to
identify appropriate interventions
coordinates with the PSDS in
implementing interventions related to
instructional supervision to arrive at a
technical assistance plan.
• prepares reports on the progress of the
technical assistance provided; • submits
reports on Instructional Supervisory
strategies implemented by districts and
schools for policy recommendations

30. D
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3.1 PUBLIC SCHOOLS
DISTRICT SUPERVISOR (PSDS)
to SCHOOL HEADS
• provides guidance and
instructional supervision to school
heads to improve instructional
supervisory practices.
• assesses the situation of schools to
ensure an enabling environment in
the delivery of quality learning
instruction;
• monitors and evaluates schools’
instructional supervisory plans
implementation to identify strengths
and competency (KSA) development
needs;

31. D
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3.1 PUBLIC SCHOOLS DISTRICT
SUPERVISOR (PSDS) to SCHOOL
HEADS
• coaches the school head in implementing
interventions related to instructional
supervision.
• gathers result of assessment reports per
school, per subject area and analyze
performance gaps to pinpoint causes and
possible interventions to address the gap;
• coordinates with the EPS concerned to arrive
at a technical assistance plan.; and
• prepares and submits reports to CID on the
results and progress of the technical assistance
being provided to the schools for policy
recommendations and management ‘s
consideration.

32. D
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3.2 PSDS to ALS IMPLEMENTERS
• identifies the strengths and
competency development needs of
ALS teachers as basis for provision of
instructional supervision;
• prepares and implements instructional
supervisory plans to improve ALS
instruction
• provides district and community
learning centers with relevant and
timely services through the conduct of
instructional supervision;
• monitors and evaluates the
instructional delivery of ALS
implementers to improve learning
outcomes;

33. D
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3.2 PSDS to ALS IMPLEMENTERS
• establishes a conducive physical
environment to ensure maximum delivery
of quality instruction among ALS learners;
and
• establishes strong collaboration with
stakeholders to sustain access to quality
instruction and resources
3.3 EDUCATION PROGRAM
SPECIALIST for ALS (EPSA)
- assists the PSDS in coordinating activities on
ALS programs & projects; instructional
supervision; monitoring & evaluation and
provision of technical assistance to ALS
Learning Facilitators (Mobile Teachers,
DALSCs, Literacy Volunteers, Instructional
Managers, Facilitators) at the District level.

34. S
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4.1 SCHOOL HEAD
• provides guidance and instructional
supervision to Master teachers/
teachers by observing and gathering
data on their strengths and
competency development needs;
• monitors and evaluates teachers in the
delivery of instructions;
• gathers result of assessment reports per
subject area and analyze performance
gaps to pinpoint causes and possible
interventions to address the gap;
• coordinates with the PSDS concerned to
arrive at a technical assistance plan.

35. S
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4.1 SCHOOL HEAD
• coaches the teachers in implementing
interventions towards improved instructional
delivery.
• prepares and submits reports on the results
and progress of the technical assistance
provided to the teachers.
4.2 MASTER TEACHERS
• provides guidance and instructional
supervision to teachers to improve
instructional delivery;
• introduces new and innovative modes of
instructional learning delivery to achieve
higher learning outcomes.
• monitors and evaluates the teachers in the
delivery of instruction;

36. S
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4.2 MASTER TEACHERS
• gathers results of assessment reports
to analyze performance gaps to
pinpoint causes and possible
interventions to address the gap.
• coordinates with the School Head
concerned to arrive at a technical
assistance plan.
• prepares and submits reports on the
results and progress of the technical
assistance being provided to the teachers.

37. Thank you!
Presented by:
PROMELO G. ASENJO PhD
School Principal-I
Garcia-Hernandez High School