Documente Academic
Documente Profesional
Documente Cultură
Reported by:
Heziel F. Villaflor
Venus Jelonie Amores
History
Supervision has a medieval latin origins
and was defined originally as a process of
perusing or scanning a text for errors or
deviations from the original text (Smyth,
1991). Later became general
management, direction, control, and
oversight (Grumet, 1979).
In colonial New England, supervision of instruction
began as a process of external inspection: one or more
local citizens were appointed to inspect both what the
teachers were teaching and what the students were
learning.
Definition of Supervision
1. General Supervision
refers to administrative aspects of
supervision or out-of-class supervision. Its
concerns with issues such as curriculum,
syllabus, and the overall management
structure of education both outside and
within the school.
2. Clinical Supervision
Morris Cogan (1973) defines clinical supervision as
The rationale and practice designed to improve the
teachers classroom performance. It takes its principal data
from the events of the classroom. The analysis of these
data and the leadership between teacher and supervision
for the basis of the program, procedures, and strategies
designed to improve the students learning by improving the
teachers classroom behavior
This concept is much more concrete, an in-class
support system, the crucial objective of which is to
deliver assistance, counseling and guidance by a
competent and skillful observer, all of the efforts
tending to improve instruction, a teachers
performance and professional growth, the final
impact being the improvement of student learning.
Other Models in Supervision
1. Pre-observation Conference
Gathering of information of the student
teachers intention, purpose and concerns. Setting
of the date for the observation, the class to be
observed and the concern of the teacher.
2. Observation
The teacher can view the actual teaching-learning
as planned in the pre-observation conference.
3. Post-Observation Conference
The supervisor will give feedback as the basis for
the improvement of teaching-learning. Find solutions for the
observations that need improvement.
4. Reflection
The student teacher will now write a learning journal
to help them create their plan for the next lesson and to
address the concerns that the student teacher faced.
Models of Instructional Supervision
1. Directive Supervision
results of the lesson are assigned by the
supervisors. The role of the supervisor is to direct
and reinforce the task which is intended to be
done. Usually, this model is use for novice
teachers who are having some difficulties in
teaching.
2. Collaborative Supervision
The supervisor and the teacher negotiate the
plan of action. This promotes cooperation and
collegial learning where the supervisor and the
teacher learn from each other.
3. Non-Directive Supervision or Self-directive
supervision
this model is most appropriate for teachers who
are independent self-directed teachers who clearly
have greater knowledge and understanding of what
they want to do.
Sources:
n.a. (2012) Retrieved [June 26, 2017] from
http://www.faculty.londondeanery.ac.uk/elearning/supervision/
a-question-based-approach-to-supervision