Instructional
Supervision
“ Supervision is the glue that holds a
successful school together… a process by
which some person or group of people is
responsible for providing a link between
individual teacher needs and organizational
goals that individuals within the school can
work in harmony toward their vision of what
the school should be.” Glickman, 1990.
Instructional supervision is a
professional, continuous and cooperative
process for the improvement of instruction. It is
characterized by guidance assistance, sharing
of ideas, facilitation, or creation to help
teachers improve learning situation and quality
of learning in the schools. It is hand holding for
a professional colleague by a supervisor or
instructional leader who possesses superior
knowledge and skills and who work
collaboratively in a school environment that
nurtures the development of professional
learning community.
Observing Skills
This would require the
technical assistance provider
to keep an open mind; and to
record behavioral
observations - that can be
seen, heard or touched.
“ STAR ”
Technique /
Approach
Observing the Teacher
1. The instructional supervisors (principal,
district supervisor and division
supervisor) look at the lesson plan of the
teacher and see the following:
a. the objectives are stated in behavioral
terms
b. there is congruency among the
objectives, subject matter, learning
and
evaluation activities.
The instructional
supervisors observe the
class as the teacher
executes the lesson plan.
Focus on:
Interaction of the pupils with the teacher
Interaction of the pupils with their peers
Interaction of pupils with the materials
used in the teaching-learning process
A behavioral observation is a
STAR: It links action/reaction
with situation and result(s).
Three elements make up
a complete behavioral
observation:
1. a specific situation and/or task
2. a concrete action
3. an identifiable result
Observations . . .
Describes what
people(teachers & pupils) say
or do, including non-verbals.
Describes and manifests
effects/impact of the Action,
establishing the data as
positive/desirable or
negative/ undesirable.
There are three(3) kinds of a
STAR:
1. Complete STAR : contains all the
elements in clear,
descriptive and specific
terms
2. Incomplete STAR: missing one or two
elements
3. False STAR : appears to have all the
elements of a STAR, but
contains theoretical,
judgmental or vague
elements.
Good observations depend on
good documentation:
Recording or noting down STARs as
they actually occur is helpful in
analyzing and evaluating the data later
on. Aside from ensuring against
selective or biased perceptions and / or
judgments, good behavioral notes are
also extremely useful in giving
feedback to the teacher confidently
and impartially.
DURING the observation
period:
1. Concentrate on simply OBSERVING
behavior, and recording STARs. Do
not try to interpret or analyze the
observed behavior, since this will take
your mind off observing the teacher
and you may miss a lot of useful data.
2. Avoid cue-ing the teacher about
your thoughts, impressions or
reactions either through verbal on
non-verbal actions. This will not only
distract him/her, but may influence
his/her subsequent behavior
negatively. Reserve your feedback
after the class period.
3. Every observer has his/her own
feelings and biases which he/she
brings into the observation situation.
Be aware of your feelings, biases,
hidden agenda during the
observation/evaluation process, so
you can screen these out when
making the final objective
assessment of the teacher’s
performance.
AFTER the observation period :
A. Process the data you have
recorded, keeping in mind the
performance criteria and the
standards for evaluating
acceptable behavior.
B. Guide Questions
1. What factors contributed to the
attainment of the objectives? What did
not go well? (if the objectives were not
realized)
2. In which part of the lesson did the teacher
and the pupils experienced a difficulty?
How did you come out of this difficult
situation?
3. Were there undesirable results produced
by the various interactions that took
place? What, for example? How was this
brought about? What may be done to
avoid it?
4. If you were to teach the same lesson plan
again, would you use the same materials
and strategy? What other alternatives will
you employ?
C. Conferring with the teacher
In the conference that follows, the
supervisor guides the teacher in analyzing
the lesson executed/observed. The
analysis can be done through a skillful
questioning. The analysis should bring
out the good points of the lesson as well
as those that need improvement. The
analysis should center on the following:
whether or not the objectives have been
attained
Evidences or indicators that the objectives
were attained were cited by the teacher
Factors that contributed to the attainment
of the objective. Indications on good
preparation, teacher’s enthusiasm,
adequate and appropriate activities, etc.
should be surfaced.
What did not go well. (If the objectives were
not realized)
What went well. (If the objectives were
realized)
Was the objective broad, not attainable
within the period or not measurable?
Did the pupils have the prerequisite skill
needed for the study of the lesson?
Were the instructional materials and
strategies adequate and appropriate for
the development of the skills?
Were the evaluation items congruent to
the objectives?
Based on the identified
“faults” or weakness, the
teacher is asked what he will
do to correct or improve the
situation.
Undesirable side effects, if any, produced
by the various interactions like the
following should also be surfaced during
the conference.
The following can be some of the effects
interest and curiosity being dampened
students being ignored
creativity of learners being stifled
pupils becoming excessively subservient
The teacher is asked how these
undesirable results were brought
about and what may be done to
avoid them.
If objective is not attained
ADJUST
Specification Pre -
Instruction Evaluation
of objective Assessment
If objective is attained – AUGMENT/PROCEED
GOAL – ORIENTED INSTRUCTIONAL MODEL
Thank you !
