DEVELOPMENT OF INSTRUCTIONAL SUPERVISION

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DEVELOPMENT OF INSTRUCTIONAL SUPERVISION
EDU 5818 INSTRUCTIONAL SUPERVISION Dr. Ramli
Bin Basri Jabatan Asas Pendidikan Fakulti
Pengajian Pendidikan Universiti Putra
Malaysia Room G28 Tel [phone] SMS
PREFERED Emel ramlibasri_at_putra.upm.edu.my
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AKTIVITI MINGGU 1

1. Perbincangan tentang penyeliaan
2. Penerangan tentang sinopsis dan rancangan kursus
3. Kuliah 1
4. Perbincangan mengenai artikal 1 dan 2
5. Penjelasan tentang penilaian kursus

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WHY INSTRUCTIONAL SUPERVISION?

• as the most significant and costly resource in
  schools, teachers are central to school
  improvement efforts. Improving the efficiency and
  equity of schooling depends in large measure, on
  ensuring that competent people want to work as
  teachers, that their teaching of high quality,
  and that all students have access to high quality
  teaching.
• Organization for Economic Co-operation and
  Development (OECD) petikan daripada PIPP KPM
  2007 hal 106

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CONTENTS

• Traditional view of instructional supervision
• Models of supervision
• Development of teacher evaluation
• Further readings
• Assignment

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Traditional View of Instructional Supervision

• How many times have been observed in the
  classroom?
• Let us discuss your experience and reflections
  (you, supervisors and administrators).
• Why such perceptions?
• What are factors?
• What are the antecedents?
• History of schools in the late 19th century.

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Model 1 Supervision as Inspection

• Inspection from late 19th century
• School infrastructure
• Teachers competency (to retain or to dismiss
  teachers)
• Improve instruction
• To achieve quality schooling, quality
  instruction, order to school system
• Supervision by visitation using autocratic
  methods and procedures (check lists and quality
  scales)
• Inspectorial and impressionistic.

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Model 2 Supervision as Social Efficiency

• Inspection in early 20th century
• Factors Efficiency movement (learnt from
  industry), bureaucratization of education and
  supervision and based on The Principles of
  Scientific Management and Efficiency.
• Taylorism employed scientific and professional
  supervisory methods

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Model 2 Supervision as Social Efficiency

• ..Inspection in early 20th century
• Scientistic and bureaucratic methods of
  supervision aimed not at professionalizing but
  finding legitimate and secure niche for
  control-oriented supervision within school
  bureaucracy.

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Model 2 Supervision as Social Efficiency

• Inspection in early 20th century
• Teacher rating using scientific rating scales or
  schemes to measure teacher efficiency
• Employ teacher efficiency rating scale
• To promote development and improvement of
  teachers and to retain efficient teachers.
• Supervision as a bureaucratic tool for compliance
  to quality schooling.

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Model 2 Supervision as Social Efficiency

• Inspection in early 20th century
• Weaknesses of teacher efficiency rating scale
• Not aimed at teacher improvement but to conform
• Abstract and biased and
• Classification of traits of teachers used in the
  scales were ambiguous and ill defined.
• Seen as ways to categorizing, stigmatizing, and
  controlling teachers behavior or used for
  promotion and salary increment.

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Model 3 Democratic Supervision

• Democracy as an ideology, in 1920s and 30s
• Theme for supervision 1920s supervision for
  improvement not rating efficiency
• Factors in democratic supervision James Hosic,
  1920
• Clear delimitation of supervisory function
• Genuine constructive leadership
• Professional preparation of supervisors
• Using scientific and impersonal standard of
  supervision
• Recognition of human element.

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Model 3 Democratic Supervision

• Supervision is an expert technical service
  primarily concerned with improving the
  conditions which surround learning Burton, 1937
• Later model of supervision based on democratic
  model
• Democracy in supervision implied a deep concern
  for human relationships
• Encouraged and respected the dignity of teachers.
  

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Model 4 Scientific Supervision

• Rather than rating, more desirable to have
  objectively determined item to evaluate
  teachers, ie scientific method of supervision
• Supervisors as trained professionals in both the
  science of instructing pupils and science in
  instructing teachers (Barr, 1931)

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Model 4 Scientific Supervision

• Teaching broken into specific parts, each with
  its own standards (Barr, 1931)
• The ends of supervision is when teacher and
  supervisor works in coordinated fashion
  (Newlands, 1923)
• Supervisors involved in curriculum
• everyone who is helping teachers to do better
  and more satisfying job, is a supervisor
  (Rogers, 1945)

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Model 5 Supervision as Leadership

• 1960s, Supervision as a leadership function,
  supervision focusing on areas
• Developing mutually acceptable goals
• Extending corporative and democratic methods of
  supervision
• Improving classroom instruction
• Promoting research into classroom problems
  (action research) and
• Promoting professional leadership.

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Model 6 Clinical Supervision

• 1970s, alternatives to traditional practice, CS
  (Hill, 1968 Coogan, 1973)
• Teaching could be improved by a prescribed,
  formal process of collaboration between teacher
  and supervisor
• Emphasis on collegiality, collaboration,
  assistance and improvement of instruction.
• CS cycle preconference, observation and post
  observation conference

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Post 1980s Supervision Models

• Developmental supervision (Glickman, 1981)
• Transformational leadership (Burns, 1978
  Sergiovani, 1990)
• Teacher empowerment (Darling-Harmond Goodwin,
  1993)
• Teacher as leader
• Peer supervision (Clarke Richardson, 1986)
• Cognitive coaching (Costa Garmstron, 1986)
• Instructional leadership.

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Instructional Leadership

• Origin effective schools
• Premise Principle as the primary source of
  educational expertise-instructional leader (head
  count, tov, oti1, oti2, etc )
• Aimed at standardizing the practice of effective
  teaching

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Instructional Leadership

• Principle role
• Maintain high expectation for teachers and
  students
• Supervise classroom instruction
• Coordinate school curriculum
• Monitor students progress

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Transformational Leadership

• Focus on problem finding, problem solving, and
  collaboration with stakeholder
• Goal improving organizational performance

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Transformational Leadership

• Principles role motivate followers by raising
  consciousness about the importance of
  organizational goals by inspiring them to go
  beyond self interest for the sake of the school

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Transformational Leadership

• Principles role to exhibits
• Idealized influence
• Inspirational motivation
• Intellectual stimulation
• Individualized consideration.

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DEVELOPMENT OF TEACHER EVALUATION

• Before 70s Drop in with a check list
• 80s Clinical and artistic strategies
• Supervision is mandated for training
• Based on teaching effectiveness, school
  effectiveness and instructional leadership
  theories
• 90s Promoting teacher development and building
  professional community of teachers

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• 2000s Standards and accountability towards
  school improvement
• Teacher professionalism
• Teacher evaluation for school improvement
• Culture of continuous learning environment where
  teachers are part of communities of practice
• Capacity building through leading and learning
  together

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• NOW Standard, accountability, quality,
  excellence, competitiveness and Key Performance
  Indicators (KPI)
• QUESTION What is the way forwards for teachers?

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SUMMARY

• Supervision since late 19th century till now
• Begins with autocratic and inspectorial,
  bureaucratic and social efficiency, democratic,
  scientific and professional
• Democratic variants from 1960s
• Supervision as leadership function, Clinical
  Supervision, Collaborative Supervision,
  Instructional Leadership, Transformational
  Leadership

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SUMMARY

• To raise the standard of teaching teachers have
  to be part of the Community of professional where
  they are engaged in
• - Leading and learning together
• Guided by standards for accountability.

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FURTHER READINGS JOURNAL ARTICLE

1. Education Horizon 2008 Twelve Characteristics of
   an Effective Teacher
2. Education Administration Quarterly Principal
   Leadership and School Performance An Integration
   of Transformational and Instructional Leadership

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Assignments

1. Sit in your friends class, observe his/her
   teaching and report your reflections. Build on
   your reflection as the class move on.
2. Ask your friend to observe your teaching, discuss
   and report his/her reflection
3. What are the characteristics of an effective
   teachers? Ask your students, fellow teachers and
   your school administrators. Prepare your report
   in the next class.

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REFERENCE

• Histories, Antecedents, and Legacies of School
  Supervision. Jeffrey Glanz, Kean University of
  New Jersey pages 39-79, Handbook of Research on
  School Supervision, Gerald R. Firth Edward F.
  Pajak (Ed), 1998.(UPM Library LB 2806.4 H236)

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Thank you