SUPERVISION OF

INSTRUCTION

Reported by: Mary Ann Hernandez

 Report Coverage:

Supervision for the Release of Human

Potential

Supervision is Leadership
 Supervision for the Release of Human Potential

HUMAN POTENTIAL
INTRODUCTION:
It may mean the possibilities human beings are
capable of accomplishing. (Shravan Kunmar)
 HPM Human Potential Movement - movement
took as its premise the belief that through the
development of "human potential", humans can
experience an exceptional quality of life filled with
happiness, creativity, and fulfillment. (Wikipedia)
 Supervision for the Release of Human Potential

HUMAN POTENTIAL
 Humanistic psychology emphasizes the
importance of attending to and developing the
"whole" person or those aspects of ourselves
that make us human - the physical, the
emotional, the intellectual and the spiritual. To be
your "true self" means to be and take
responsibility for it on all of these levels.
 Supervision for the Release of Human Potential
CONTENT:
 KNOW YOUR PEOPLE - both learning and
motivational style
 OBSERVE - get involve
 COACH and ENGAGE - get feedback, provide
feedback
 INSPECT - to complete the close loop process
an administrator must conduct inspection may it
be through assessment, evaluation or output
from students.
 Supervision for the Release of Human Potential

LEARNING STYLE (Lauren Elrick)

 VISUAL LEARNERS - Someone with a

preference for visual learning is partial to seeing
and observing things, including pictures,
diagrams, written directions and more.

 AUDITORY LEARNERS - Auditory learners tend

to learn better when the subject matter is
reinforced by sound.
 Supervision for the Release of Human Potential

LEARNING STYLE (Lauren Elrick)

 KINESTHETIC LEARNERS - Kinesthetic
learners or “tactile” learners learn through
experiencing or doing things.
 READING & WRITING LEARNERS - these
types of learners are drawn to expression
through writing, reading articles on the internet,
writing in diaries, looking up words in the
dictionary and searching the internet for just
about everything.
 Supervision for the Release of Human Potential

MOTIVATION STYLE (health365)

1. Making friends and interacting with others (affiliation)

2. Doing things without the help of others (independence)

3. Doing something very well (excellence)

4. Doing something to secure prestige, position or status (success)

5. Competing and being the best (winning)

6. Intimidating or threatening others (aggression)

7. Receiving positive feedback (affirmation)

8. Achieving control over others (power)

9. The thrill and excitement of intense situations (stress)

10. Avoiding negative consequences or repercussions (punishment)

 Supervision is LEADERSHIP

SUPERVISION
 noun - the action of supervising someone or
something (dictionary)

 “Supervision is a planned programme for the

improvement.” It exists in their opinion for one
reason only to improve teaching and learning.
So it is mainly concerned with “development of
teachers and students.” (Adams and Dickey)
 Supervision is LEADERSHIP

SUPERVISION
 the word “supervision” means to guide and
stimulate the activities of teachers with a view to
improve them, i.e., teaching as well as
instruction and promoting professional growth.
(the dictionary of education)
 Supervision is LEADERSHIP

LEADERSHIP
 noun - the action of leading a group of people or
an organization. (dictionary)

 Now according to some experts, supervision

requires a super plus vision a superior
perspective attended by special preparation and
position.
 Supervision is LEADERSHIP

LEADERSHIP
 the primary function of supervisors of all types is
leadership, encouragement and recognition of
leadership in any other person either in the
professional staff or among the community
participants.
Therefore they designate the
supervisor as a leader who has possession of the
following two qualities:
 Supervision is LEADERSHIP

LEADERSHIP
1. A clear perspective of the school’s goals and
awareness of its resources and qualities and
another is,

2. The ability to help others, contribute to this

vision and to perceive and to act in accordance
with it. (Article shared by : Diksha Kashyap)
 Supervision is LEADERSHIP
4 MAJOR TYPES OF EDUCATIONAL LEADERSHIP
1. Servant Leadership
Servant Leadership takes the focus from the end goal to the people who are being led.
There is no sense of self-interest on the part of the leader, who steps back and supports
only the interests of the followers. Guidance, empowerment and a culture of trust are
hallmarks of this style of leadership. A servant leader puts complete trust in the process
and in his or her followers, assuming that those within the organization will align with its
goal.
2. Transactional Leadership
Give and take is the hallmark of transactional leadership – it is indeed modeled just like
a business transaction. Of course the employer/employee relationship is largely
transactional as is. Employers need work done and employees do that work in exchange
for money. That “quid pro quo” (“something for something”) is the heart of the workplace,
and everyone is generally happy with this arrangement, but it only works if everyone
involved sees it that way. In education, there is often more at stake for employees who
quite often understand their jobs to be more than just a simple exchange of services for
money, but rather see their higher purpose. Money is therefore not the motivating factor.
 Supervision is LEADERSHIP
4 MAJOR TYPES OF EDUCATIONAL LEADERSHIP
3. Emotional Leadership
Where transactional leadership was concerned primarily with the exchange of goods
and services, emotional leadership is concerned with the feelings and motivations of
followers. It takes the focus completely to the other side of the spectrum – demanding
that leaders be emotionally intelligent themselves and then to motivate through the use
of that emotional intelligence.

4. Transformational Leadership
Transformational leadership takes from each of the other kinds of leadership its best
qualities and then uses those, along with a deep sense of shared purpose, to motivate
subordinates. While the other forms of leadership focus on one singular aspect or
another, transformational leadership takes a broad view of the issues surrounding
leadership and then uses those as a driving force for meeting the overall goals of the
organization. For education in particular, transformational leadership offers the best of
everything – from tapping into the emotions of workers to offering the compensatory
core that is the case for all forms of business, to guiding from a place of support.
(MATTHEW LYNCH)
 CONCLUSION

The human potential is composed of skills, knowledge, experiences,

inspirations, thoughts and ideas, own personalities – all of these as a
component of human potential is creating value for company which they form.
Leadership lies in connection and encouraging performances of
everyone within vision, philosophy, goals and strategy. At workplace must be
created an open atmosphere in which both learners and educators will gladly
provide their potential.

References:
www.theedadvocate.org
www.slideshare.net
www.essentiallifeskills.net/humanpotential
www.researchgate.net