Scribd
Upload
22 views

Activity 204

ACTIVITIES

Uploaded by

Maricel Fernandez Abogado
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
22 views

Activity 204

ACTIVITIES

Uploaded by

Maricel Fernandez Abogado
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 6

UNIVERSITY OF NORTHEASTERN PHILIPPINES

SCHOOL OF GRADUATE STUDIES AND RESEARCH


IRIGA CITY

EDUCATION 204
Supervision of Instruction

ANSWER QUIZ#1
1. Leadership is characterized by the four key components of
Leader, Follower, Communication, and Situation. The ability of
the leader to successfully connect with and inspire followers to
complete desired tasks while utilizing the leadership style that
is most appropriate for the circumstance at hand determines the
leader's success. The effectiveness of a leader's communication
and ability to inspire subordinates to carry out required tasks
depends on the scenario at hand and the leadership style that is
most appropriate.

2. Those tasks and responsibilities can be organized into four


dimensions of supervision: Administrative, Supportive,
Educational, and Clinical. Notice that the four categories are
separate and overlap. The Administrative;
Supervisors make sure, that workers adhere to unit, agency, municipal,
state, and federal laws, regulations, and procedures. Next, the goal
of supportive supervision is to keep supervisees and their while
enhancing morale and job satisfaction, work performance. Additionally,
to by encouraging cultural and self-awareness, managers assist their
reports in navigating handle disagreement, support ethical decision-
making, and cope with work pressures. Next is Education and monitoring
of the supervisors use of
knowledge and skills while working with children and families con
stitute educational supervision. Lastly, the clinical dimension
is concerned with the clinical elements and childcare monitoring
of welfare. Supervisors make ensuring supervisees' client-facing
activities are effective. The clinical aspect of supervision is
driven by conversation and focuses on the family and child.
Sometimes, supervision's clinical component included in the
educational dimension.

3. The different supervisory approaches first is directive


approach; the outcome is a supervisor assigned plan. With the
directive informational approach, the outcome is a supervisor-
suggested plan. For the collaborative approach, the outcome is a
mutual plan, and for the nondirective approach the outcome is a
teacher self-plan. These approaches are to help a teacher to
attain a better teaching-learning situation. It is also aim at
providing conditions that are necessary for quality learning
through effective teaching.

MIDTERM EXAMINATION
1. What makes evaluation of teaching performance a difficult and
complex process?

Answer: Measures of teacher performance are most helpful and


meaningful when they are based on multiple ratings and clear
teaching standards in the formative growth process. Some newly
developed evaluation systems require that teachers conduct a
self-assessment, establish professional growth goals, and
participate in a study group with colleagues to pursue a topic of
common interest. Then, in addition to classroom observations,
teachers are asked to submit evidence of their professional skill
in the form of planning documents, samples of student work (with
a commentary), and other elements of their professionalism.

2. What are the important considerations in the evaluation of


expert teachers?

Answer: The important consideration in the evaluation of expert


teachers to guide improvement of teaching skills, to recognize
and reinforce teaching excellence, to help teachers focus on
student outcomes, and to plan in service education activities.
There are additional considerations as well, including
assessments, lesson plans, daily logs, and student outputs.
Consideration should be given to active participation and
engagement from both students and faculty members in addition to
classroom management and student outputs.
3. How can the validity and reliability of meaning instruments be
ascertained?

Answer: Validity is harder to assess, but it can be estimated by


comparing the results to other relevant data or theory while
Reliability can be estimated by comparing different versions of
the same measurement.

4.Discuss the conceptual difference between staff development and


in-service training?

Answer: The institution exclusively offers in-service education


for one specific purpose; to raise the level of excellence and
productivity within the institution. An in-service program's
implementation may encourage employees' growth and development
and provide each individual employee a sense of self-direction,
achievement, and even self-actualization. This is a by-product,
though. A utilitarian goal is clearly stated for in-service
training. It's unnecessary to disguise it as staff development.
Both inside and outside of the job, people develop as
individuals. Not institutional programming, but rather individual
initiative, should set the course.

5.What are the different structures of staff development?

Answer: The different structures of staff development system has


four components; training, mentoring, supportive written
material, and staff assessment, evaluation & feedback. Each must
be in alignment with the organizations core principles and
strategies.

6. What are the knowledge and skills needed by instructional


leaders to carry out their tasks?

Answer: An instructional leader needs to be able to express their


goals for students' education clearly. This could entail writing
emails and other written correspondence, or it might entail
meeting with teachers to establish objectives and evaluate lesson
plans.
FINAL EXAMINATION

1. Describe the rights and responsibilities of teachers in


connection with their employment.

Answer:
Teachers will be accountable to the principal for adhering to boa
rd policies.Such as they pertain to the role of the school, the
classroom, and the communication with parents and children
right away. It will be expected of teachers to
provide the necessary after school hours for working with
pupils, consulting with taking care of parents and other
important outside of class work.

2.Describe the rights and responsibilities of administrators in


making administrative decisions regarding beginning marginal
teachers.

Answer: The school and education administrators oversee the


overall management of the operations of schools and school
districts. They might recruit and manage faculty members and
other administrators, plan and control budgets, oversee
curriculum development, and administer educational
activities.At all times, teachers are in charge of the equipment and
the state of
the classroom.Teachers will hold students accountable for clearing the
classroom of all paper, textbooks, and other classroom supplies before
the conclusion of each period and before the end of the day's classes.

3.Why is it necessary for evaluation policies to have clarify,


consistency, compliance and continuity?

Answer: You should regularly review your policies and procedures


keeps your organization up to date with the latest regulations
and technology, as well as consistent with the industry's best
practices. Your policies are more consistent and effective, and
they help protect the organization, the employees, and the people
you serve.
4.Why is it important to be careful in the selection and hiring
of teachers?

Answer: Selection is an important process not only because helps


to find the best teacher for the job, but it also helps to grow
teacher leadership. If we want to have a high-quality education,
we should identify the qualities that really matter in educator’s
effectiveness and purposefully look for those qualities during
the hiring process. An effective recruitment and selection policy
not only fulfills the requirements of a job but also ensures that
an organization will continue to maintain its commitment to
providing equal opportunity to employees. Adherence to such a
policy will let you hire the best possible candidates for your
organization most especially the school.

5. What are the functions of the superintendent, educational


supervisor, and district supervisor in the organizational set-up
DepED? List down only those common in your own district.
Answer:
The SDS is responsible for ensuring that the Schools Division uses its
resources

effectively and efficiently, and that both public and private elementa
ry, secondary, integrated, and learning centers operate in accordance
with DepEd standards.
Duties and responsibilities ofthe DepEd Education Program Supervisor (
EPS).
Perform routine evaluations and monitoring, and then offer suggestions
for improving the administration and implementation of the basic educa
tion curriculum. Next, DepEd Public School District Supervisor Duties
and Responsibilities. Provide guidance and instructional supervision
to school heads by observing and gathering data on their strengths and
development needs and then coaching them towards improved
instructional leadership practices. DepEd Public School District
Supervisor Duties and Responsibilities. Provide guidance and
instructional supervision to school heads by observing and gathering
data on their strengths and development needs and then coaching them
towards improved instructional leadership practices.

6. Discuss the supervision problems encountered by both public


and private schools.

Answer: Supervision problems encountered by both public and


private schools
2020 revealed that the key problems that adversely affect the
successful conduct of educational supervision in schools are
supervisor incompetence, inadequate supervisor training,
uncooperative attitude of teachers, inexperienced supervisors and
lack of resources for supervision.
PREPARED BY:

MARICEL F. ABOGADO

You might also like