Zamboanga City State polytechnic College College of Education Graduate Studies

Course No. : EDAD 2 Course Description: SUPERVISION OF INSTRUCTION Professor: Dr. Roberto T. Eyo Donna Rose J. Vargas Being the leader school in the secondary education, I can stand by word that our school, Zamboanga City High School is making ways and means to improve instruction in the Education. Before the school year starts, Administrators are into planning out activities for teacher enhancement, like having INSET for teachers as a refresher course. Every summer, The school heads and administrators are into discussing out the SIP ( School Improvement Plan) for the school. At the same time students were given the chance to get their missed subjects in summer. To get in touch with the latest in educational programs, teachers are also sent for training in other places wherein such knowledge will be applied like the latest program called UBD ( understanding by design). Each department is headed by a department head who supervises the Instruction of the teachers according to the curriculum they follow.Before the start of the semester. Students are given diagnostic test to determine weaknesses and strengths about the subject matter for the year in order to give more focus on their weaknesses and enhancement on strengths. The Basis for the creation of the test questions are under the table of specifications to make sure that the test given are valid and reliable. MPS are collected for the pre and post test and also for every grading period, as it is the basis for the quality of learning of the students. At the same time,, teachers were being observed by the curriculum coordinator and department head for every department. As Glickman has conceptualized that supervision as the "glue" of a successful school. According to Glickman, the administrator functions as "glue" in the sense that he or she successfully molds the myriad elements of instructional effectiveness into successful school action where successfully school action is ultimately manifested as high quality instruction resulting in strong levels of student achievements. The question that can be asked here is how the principal/administrator best attains the objectives of high quality instruction and high levels of student achievement?

As other authors will have to suggest that once a curriculum is created, therefore there is a need now to supervise on how it is being delivered. Therefore it would need to be looked upon on a close encounter to see flaws or to see its effectiveness as well as to check if goals or objectives were attained for the said program. As a teacher, being an adviser of students, she must have a Systems for student support that should focus on enabling learners to take personal control of their own development, by providing opportunities for the exercise of choice, decisionmaking and responsibility within a supportive environment, in order to promote the development of autonomous learning. With these, teachers must be acquainted with her full responsibility as being one, and so as a suggestion I think the school must then train teachers for guidance and counseling in order to take mastery on this field of responsibility. A Guidance arrangements should rest on an assumption of equality of opportunity for all students, with additional resources and strategies invested in those students who are likely, for whatever reason, to be disadvantaged in their learning or career development. And that would be the work of the guidance office for the incoming college students. There are times also that Team supervision are done in the school to make evaluations on the school programs by subject areas.

Through the effective supervision of instruction, administrators can reinforce and enhance teaching practices that will contribute to improved student learning. By skillfully analyzing performance and appropriate data, administrators can provide meaningful feedback and direction to teachers that can have a profound effect on the learning that occurs in each classroom. Because student learning is the primary function of the schools, the effective supervision of instruction is one of the most critical functions of the administrator. If schools are to provide equal access to quality educational programs for all students, administrators must hold teachers accountable for providing an appropriate and well-planned program. These programs include a variety of teaching strategies designed to meet the diverse needs of all students in our complex society.

Zamboanga City State polytechnic College College of Education Graduate Studies

Course No. : EDAD 2 Course Description: SUPERVISION OF INSTRUCTION Professor: Dr. Roberto T. Eyo Rosinnee G. Benito For every school that exist it is very important that there must be planning involved, because planning is a process for accomplishing purposes. It is a blue print of business growth and a road map of development. It helps in deciding objectives both in quantitative and qualitative terms. It is setting of goals on the basis of objectives and keeping in the resources.As for the start of every school year, The Zamboanga City high School Administrators, headed by the principal and heads are undertaking discussions on the programs to be implemented for the school, they termed it as the Sip or the School Improvement plan. Before the school year starts, Administrators are into planning out activities for teacher enhancement, like having INSET for teachers as a refresher course .To get in touch with the latest in educational programs, teachers are also sent for training in other places wherein such knowledge will be applied like the latest program called UBD ( understanding by design). In as much as planning is important, the day to day activity of the principal is important such as supervising everything in the school from the teachers down to the maintenance section. With the help of the Department head of every subject area, supervision of instruction can be done carefully to see if teachers are able to bring learning to the students. Clinical observations are done to the teachers to see if strategies are still useful or if new strategies delivered are efficient in order to bring learning. Master teachers are somewhat helpful in getting MPS and interpret results of examinations such as diagnostic, Pre and post test. A quarterly examination is given as well to see educational quality as learned by the students. The Basis for the creation of the test questions are under the table of specifications to make sure that the test given are valid and reliable. According to an author, the administrator functions as "glue" in the sense that he or she successfully molds the myriad elements of instructional effectiveness into successful school action where successfully school action is ultimately manifested as high quality instruction resulting in strong levels of student achievements. Since new programs are implemented , administrators must then be able to make good use of their skills in supervising to see to it that it has been implemented and to also see its effectiveness. As part of Guidance task, arrangements should rest on an assumption of equality of opportunity for all students.Guidance officersshould work on the guidingincoming college students for the career that would have to fit them. Also they should give counseling to some problematic students, in which sometimes I can t see their point of existence,, Some would sometimes joke on that They are misguided.

Team supervision arealso done in the school to make evaluations on the school programs by subject areas. Supervisors and teachers flock by to observe classes in the different curriculum levels.I think that with the involvement of state departments of education in monitoring school improvement efforts, supervisory responsibilities have increasingly encompassed the tasks at the higher end of this list. In turn, these responsibilities involve supervisors in much more complex, collaborative, and develop-mental efforts with teachers, rather than with the more strictly inspectorial responsibilities of an earlier time. A variety of trends can be seen in the field of supervision, all of which mutually influence one another (both positively and negatively) in a dynamic school environment. One trend indicates that teachers will be "supervised" by test results. With teachers being held accountable for increasing their students' scores, the results of these tests are being scrutinized by district and in-house administrators and judgments being made about the competency of individual teachers - and, in the case of consistently low-performing schools, about all the teachers in the school. In some districts, these judgments have led to serious efforts at professional development. Unfortunately, in many districts test results have led to an almost vitriolic blaming of teachers which should not be. But hope so this trend in supervision will not hinder teachers to get unmotivated to upgrade themselves but rather will serve as challenge for the to grow professionally.