This document outlines an orientation for instructional supervision. It discusses the objectives of instructional supervision which are to promote teacher professional growth and help teachers increase student learning. Different models of supervision are described including developmental supervision tailored to individual teacher needs, and differentiated supervision where teachers choose the type of supervision. Clinical supervision is explained as a hands-on process involving lesson planning, classroom observation, feedback and analysis. Barriers to effective instructional supervision are also noted.

1. WELCOME
ORIENTATION ON
INSTRUCTIONAL
SUPERVISION
November 9,2022

2. OBJECTIVE:
Give the purpose of
Instructional Supervision

3. INSTRUCTIONAL SUPERVISION
* process of understanding and
improving teaching and learning by
providing the necessary help
needed by teachers to grow and
develop in the practice of their
profession

4. Aims of INSTRUCTIONAL SUPERVISION
1.promote the professional growth of teachers
by discussing with and showing them how to do
their jobs better
2. help teachers increase their capacity to
achieve learning goals set for their students.

5. Developmental Supervision
EACH TEACHER SHOULD BE GIVEN THE SUPERVISORY
SUPPORT THAT IS APPROPRIATE TI HIS/HER LEVEL AND IS
DIFFERENT FROM THE NEEDS OF OTHER TEACHERS.
THE HELP GIVEN BY THE SUPERVISOR VARIES
DEPENDING ON THE TEACGHERS’NEEDS BASED
ON THEIR DEVELOPMENT LEVELS IN
COMMITMENT AND ABSTRACTION OR
COMPETENCY.

6. II. DIFFERENTIATED SUPERVISION
Features:
a. allows teachers to decide exactly
how they want to be supervised.
b. provides the supervisor with options
on the type of supervision to apply
c.teachers are free to choose the
supervisory intervention

7. DIFFERENTIATED SUPERVISION
OPTIONS
1.Clinical Supervision- the supervisor confers
and coaches the teacher on lesson
planning,teaching methods and
techniques,conducts class observation,analyzes
observational data,provides feedback and
analyzes the entire supervision cycle. This is
most appropriate for beginning teachers

8. DIFFERENTIATED SUPERVISION:OPTIONS
2.COOPERATIVE PROFESSIONAL
DEVELOPMENT- teachers agree to work
together for each one’s own professional
growth by observing each other and
providing observation feedback. This works
BEST for experienced and competent
teachers who have been teaching for a long
time.

9. DIFFERENTIATED SUPERVISION:OPTIONS
3.SELF-DIRECTED DEVELOPMENT- enables the
individual teacher to work indipendently on
his/her own professional growth concerns
while the school head serves as a resource
person. This works well with responsible and
experienced teachers who prefer to work
alone.

10. DIFFERENTIATED SUPERVISION:OPTIONS
4. ADMINISTRATIVE MONITORING- the school
head monitors the work of the teachers on
regular basis through brief, unannounced
visits to ensure that the teachers are carrying
out their tasks and responsibilities in a
professional manner.

11. III.CLINICAL SUPERVISION APPROACH
- an intensive, hands-on and collaborative
process that involves both the supervisor and
the teacher.
-focuses on the improvement of a teacher’s
classroom instruction through the observation
and collection of records of what the teacher
and students do in the classroom during the
teaching-learning process.

12. CLINICAL SUPERVISION
CLINICAL SUPERVISION CYCLE
1.PRE-OBSERVATION CONFERENCE-
-identify the categories by which the
teacher will be observed
-examine and discuss the lesson plans
-discuss an assessment strategy to check
how well the students learned the lesson

13. CLINICAL SUPERVISION :CYCLE
2.OBSERVATION STAGE
-actual observation of the teacher teaching
inside the classroom
- the observer records data by audio recording,
video-recording or scripting
-observer focuses on the over-all interaction
without ignoring or focusing too much on
minor part of the process

14. CLINICAL SUPERVISION:CYCLE
3.Analysis and Strategy Stage
-allows the supervisor to conduct a careful
analysis of the classroom data gathered in class
and label the cause-and effect situations
recorded.
-the school head plans the strategy for
communicating the observation results and plans
strategies for helping the teacher improve

15. CLINICAL SUPERVISION CYCLE
4.POST OBSERVATION CONFERENCE
-SH holds a meeting with the teacher to discuss
data gathered from the observation
-SH presents what she/he observed and enables
the teacher to explain and clarify the observation
results
-SH may record the post observation conference

16. CLINICAL SUPERVISION CYCLE
4.POST CONFERENCE ANALYSIS STAGE
- involves the supervisor(SH) analyzing the
effectiveness of his/her performance as a
supervisor.
-SH compares what was planned with what
actually happened in the process
- SH determines the extent of his/her and the

17. INSTRUCTIONAL SUPERVISION:BARRIERS
1. SH’s inability to supervise all teachers due to the
sheer volume of his/her work
2. SH’s inadequate knowledge and skill in
conducting supervision properly
3. Teachers’ skepticism or antagonism towards
supervision
4. Inappropriate supervisory approach used for

18. NO ONE SIZE FITS ALL
DIFFERENT STROKES FOR DIFFERENT FOLKS
FAILURE TO PLAN IS PLANNING TO FAIL