Management of Instructional Supervision: Principals as Instructional Leader

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Management of Instructional SupervisionPrincip
als as Instructional Leader
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Provisions under Act 550Education Act 1996

• 117 Duties of Chief Inspector
• The Chief Inspector shall
• (a) be responsible, in collaboration with such
  authorities as the Minister may appoint, for
  ensuring that an adequate standard of teaching is
  developed and maintained in educational
  institutions
• (b) (d)

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• 121 General powers of Inspectors of Schools
• (b) require the chairman of the board of
  governors or a governor or any other person
  responsible for the management of the educational
  institution or a teacher or employee or person
  found in the educational institution
• (i) to produce for his inspection any time-table,
  syllabus or record pertaining to subjects taught
  or to be taught or any book, material, document
  or article relating to or which in the opinion of
  the Inspector may relate to the teaching carried
  on in the educational or the management of the
  educational institution and
• (ii)

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Rujukan Surat Pekeliling

• Ikhtisas Bil. 3/1987 Penyeliaan pengajaran
  pembelajaran
• Ikhtisas Bil. 3/1999 Penyediaan rekod pengajaran
  dan pembelajaran
• Ikhtisas Bil 12/2002 Pelaksanaan pengajaran
• Ikhtisas Bil 4/1986 Panitia mata pelajaran

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Definitions of Instructional Supervision

• Supervision is assistance for the improvement of
  instruction
• (Glickman, Gordon and Ross-Gordon)
• Supervision should be viewed as a function of
  process rather than a role or position
• Therefore, educators from the top to the bottom
  of its organizational chart can engage in the
  function and process of supervision

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• A process of facilitating the professional growth
  of a teacher, primarily by giving the teacher
  feedback about classroom interactions and helping
  the teacher make use of that feedback in order to
  make teaching more effective a process designed
  to improve instruction by conferring with the
  teacher on lesson planning, observing the lesson,
  analyzing the observational data, and giving the
  teacher feedback about the observation
  (Glatthorn, 1997 in Azali Mahbar)
• As supervisors gradually increase teacher choice
  and control over instructional improvement,
  teachers will become more reflective and
  committed to improvement, and a sense of ethos or
  a cause beyond oneself will emerge

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Purposes of Supervision

• Quality control
• Professional development
• Helping teachers to grow and develop
• Improving basic teaching skills
• Teacher motivation
• (Often overlooked)

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Schools of Thought aboutLearning and Teaching

• Current models of instruction derive largely from
  the behaviorist, cognitive, and humanistic
  psychological perspective (Wittrock (1987)
• The cognitive School of Thought
• Meaningful learning
• Reception learning Learning that takes place
  when we present our students with new information
  that is carefully organized and structured (read
  on advance organizer)
• Discovery learning Learning that takes place
  when students are provided with experiences and
  experiments from which they derive their own
  knowledge and meaning (read on constructivism)

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• Problem solving It requires that a situation
  exists wherein there is a goal/goals to be
  achieved and that learners be asked to consider
  how they would attain the goal(s)

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• The Humanistic School of Thought
• Beliefs of the humanistic school
• Having good feelings about oneself (self-respect,
  self-worth, self-efficacy)
• Having good feelings about others
• The school should fit the child rather than the
  child should fit the school
• Classrooms must help kids/youth satisfy essential
  human needs as suggested by Maslow, 1968)

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• Humanistic approaches to teaching
• Teacher Effectiveness Training (TET), Inviting
  School Success, and value clarification, moral
  and character education, and multiethnic
  education.
• The Behavioral School of Thought
• Behaviorists are interested in finding out how
  external /environmental stimuli cause behavior
  and how behavior can be changed by modifying what
  happens in a learners environment

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The Supervisory Bahavior Continuum

• From maximum teacher responsibility/minimum
  supervisory responsibility to minimum teacher
  responsibility/maximum supervisor responsibility
• Listening
• Clarifying
• Encouraging
• Reflecting
• Presenting
• Problem solving
• Negotiating
• Directing
• Standardizing
• reinforcing

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Relationship between Philosophy,control, and
supervisory

• Directive
• Essentialism
• Supervisory high, teacher low
• Collaborative
• Experimentalism
• Supervisory equal, teacher equal
• Nondirective
• Existentialism
• Supervisory low, teacher high

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Options for Supervision

• A differentiated system of supervision
• Clinical supervision
• Collegial supervision
• Self-directed supervision
• Informal supervision

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Clinical Supervision

• The rationale and practice is 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
  relationships between teacher and supervisor form
  the basis of the program, procedures, and
  strategies designed to improve the students
  learning by improving teachers classroom
  behavior (Cogan, 1973)
• The supervisor job is to help the teacher select
  goals to be improved, teachers issues to be
  illuminated, and to understand better her/his
  practice

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• The cycles of clinical supervision
• Preobservation conference
• Observation of teaching
• Analysis and strategy
• Postobservation conference
• Postobservation analysis

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• Preobservation conference
• The framework for observation is developed
• The supervisor needs to become familiar with the
  class and how the teacher views his/her class
• The teacher provides an overview of his/her
  intents, outcome likely possible to come, and
  problems to be encountered
• The teacher assuming major responsibility for
  setting the supervisory agenda
• The teacher should have as complete as possible
  a picture of events to occur as the the process
  of supervision unfolds

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• Observation of teaching
• It is the actual and systematic observation of
  teaching
• What the teacher actually says and does?
• How students react?
• What actually occurs during a specific teaching
  episode?
• The supervisor should remain as unobtrusive as
  possible
• Notes taken should be descriptive (free from
  inferences), the supervisor should leave the
  classroom as unobtrusive as possible
• Analysis and strategy
• The analysis of teaching and building of a
  supervisory strategy (the first phase)
• The supervisor converts the raw data/information
  collected into manageable, meaningful, and
  sensible form

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• The second phase is the building of a strategy
  for working with the teacher
• The postobservation conference
• The supervisor uses the specific information
  gathered to help the teacher analyze the lesson
• The emphasis should be on providing information
  to the teacher for fulfilling the contract that
  was the basis for the observation cycle
• The emphasis is on providing descriptive
  information
• Through out this process, the supervisors role
  is not to condemn, or admonish but to provide
  information useful to the teacher in a supportive
  atmosphere

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• Post conference analysis
• This is a springboard to staff development for
  both teacher and supervisor
• The supervisor evaluates the supervisory cycle
  for improving his/her own efforts
• This phase is both the end of one cycle and the
  beginning of another

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Is Clinical Supervision suitable for Everyone?

• Clinical supervision is time consuming
• Participation requires much more training
• Clinical supervision may be too much supervision
  for some teachers

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Collegial Supervision

• It is a moderately formalized process by which
  two or more teachers agreed to work together for
  their own professional growth, normally by
  observing each others classroom, giving each
  other feedback about the observation, and
  discussing shared professional concerns
  (Glatthorn, 1884)
• It is also called cooperative professional
  development (Glatthorn, 1984)
• It is nonevaluative strategy for teachers to help
  one another as equals and professional colleagues

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Self-directed Supervision

• Teachers working alone assume responsibility for
  their own professional development
• Teachers develop a yearly plan and shared with
  their supervisor
• Supervisors should ensure that the plan and
  selected targets are both realistic and
  attainable
• The process
• Target setting teachers develop targets/goals
  that they would like to reach in improving their
  teaching, time frame should be provided for each
  target and shared with the supervisor

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• Target-setting review
• Target-setting conference It would be a good
  idea for the principal to provide a written
  summary of the conference for the teacher
• Appraisal process This includes formal and
  informal observations, an analysis of classroom
  artifacts, video tapping, student evaluation, and
  other information
• All these can be presented in a portfolio
• Summary appraisal The principal comments on each
  target, and together the teacher and principal
  plan for the next cycle of supervision

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Informal Supervision

• It is a casual encounter by supervisors with
  teacher at work and is characterized by frequent
  but brief and informal observations of teachers
• Informal supervision is referred as management by
  wondering around
• This should not be the sole option, in addition
  to this, teachers should be involved in one
  additional approach such as clinical, collegial
  or individual supervision

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The Contingency View of Supervision

• The contingency factors
• Cognitive complexity levels of teachers
• Learning styles of teachers
• Motives of teachers
• Cognitive complexity is concerned with both the
  structure and content
• Teachers with higher level of cognitive
  complexity are able to give attention to a number
  of different concepts relating to a particular
  issue and able to see the interconnections among
  these concepts
• They are also to be more reflective in their
  practice

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• Cognitive complexity increases as teachers are
  exposed to more stimulating teaching environments
• When teachers are provided with intellectually
  stimulating, challenging, and supportive
  supervisory environment, levels of cognitive
  complexity increase
• Refer to Figure 14-1 for illustrations

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Teacher Learning Styles andSupervisory Styles

• The four learning styles
• Concrete experience
• Reflective observation
• Abstract conceptualization
• Active experimentation
• Concrete experience teachers are more interested
  in knowing about and experiencing what works
  rather book knowledge
• Collegial supervision is the recommended choice
  for teachers oriented toward concrete experience
  (dont prefer to work alone)

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• Reflective Observation prefer to observe and
  makes sense of what is going on rather than
  taking a more active role
• The better choice for the reflective observer
  would be assignment to collegial teams
  (preferably with action-oriented team members)
• Abstract-conceptualization-oriented teachers
  resemble reflective observation teachers but are
  more action-oriented
• They like to see the data
• They often profit from collegial supervision

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• Active-experimenting teachers are doers and are
  interested in getting on with their work
• Individual self-directed supervision is the most
  likely choice

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Motive of Teachers and Supervisory styles

• The three types of motives are
• Achievement
• Power influence
• Affiliation
• The achievement motive is associated with
  teachers wanting to take personal responsibility
  for their own success or failure
• Self-directed supervision is ideally suited to
  them

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• The affiliation motive is associated with people
  who have a high concern for warm and friendly
  relationships and for social interaction
• Collegial supervision is suitable for them
• Power influence-oriented teachers are interested
  in influencing other people
• They respond very positively to collegial
  supervision and like to assume supervisory roles