EDU 5818 INSTRUCTIONAL SUPERVISION

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EDU 5818INSTRUCTIONAL SUPERVISION JNS SCOPE
Dr. Ramli Bin Basri Jabatan Asas
Pendidikan Fakulti Pengajian Pendidikan Universiti
Putra Malaysia Room G28 Tel [phone] Emel
ramlibasri_at_putra.upm.edu.my
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CONTENTS

1. SCOPE OF INSPECTION BY MALAYSIAN SCHOOL
   INSPECTORATE
2. ROLES AND FUNCTION OF SUPERVISORS A COMPARATIVE
   STUDY

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• 1. SCOPE OF INSPECTION BY MALAYSIAN SCHOOL
  INSPECTORATE

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SCOPE OF INSPECTION

• Function
• Safeguard the quality in education
• Provide professional advice and counseling
  towards efficient and professional management of
  schools

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SCOPE OF INSPECTION

• Role
• Inspect, report and provide recommendations to
  schools
• Undertake educational research and empirical
  research on classroom teaching and learning

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SPECIFICATION OF SCOPE

• Inspection
• Professional advice and counseling
• Report to Minister of Education
• Publication
• Research
• Malaysian Education Standard Quality

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INSPECTION ACTIVITIES

1. Inspection
2. Evaluation
3. Monitoring
4. Improvement
5. Professional development
6. Selection of award recipient Quality School
   Award, Ministers Quality Award
7. Professional Development for School Inspectorate

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SPECIFICATION OF BASIC INSPECTION ACTIVITIES

• 1. INSPECTION
• Full inspection
• Normal inspection
• Thematic inspection
• Special inspection
• Non-compliance inspection

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NORMAL INSPECTION

• To evaluate TL and the management of subjects
• 1 2 days by an inspector/inspectors
• Using a standard inspection instrument
• Collect data and information
• Prepare finding and report of inspection

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SPECIAL INSPECTION

• By order of the Minister or on the instruction of
  the Chief Inspector of Schools
• Objective to investigate or gather information on
  the status of a case or issue in school

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SPECIFICATION OF BASIC INSPECTION ACTIVITIES

• EVALUATION (SELECTION)
• Excellent Teachers
• Excellent Schools
• Ministers Quality Award
• Excellent Principals

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2. ROLES AND FUNCTION OF SUPERVISORS A
COMPARATIVE STUDY
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Topics to discuss

• Supervisors job description.
• Core Functions
• Main role conflicts
• What supervisors are doing evidence research
• New trends and innovations
• - Towards a more coherent job description
• - Focus on school rather than on teachers.
• - Increasing role of supervision in system
• evaluation
• - Towards more openness and transparency

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SUPERVISORS JOB DESCRIPTION

• Traditional supervision services are generaly
  homogeneous as far as human resources are
  concerned.
• They basically do the same things in different
  geographical areas or for different types of
  school.
• Job descriptions of supervisors do vary
  considerably between countries according to the
  specific category of supervisor being considered
  and the degree of precision of the tasks being
  prescribed.

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SUPERVISORS JOB DESCRIPTION

• Example
• 1. Assistant Basic Education Officer ( Uttar
  Pradesh )
• The official job description contains 31 items
  15 administrative and 16 pedagogical. The
  selection of responsibilities mentioned hereafter
  illustrates the wide diversity of tasks, their
  heavy administrative bias and the problematic
  distinction between pedagogic and administrative
  functions.

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SUPERVISORS JOB DESCRIPTION

• 2. School Supervisor 1 (Trinidad and Tobago)
• Examples of tasks in the official job
  specification of School Supervisor 1, who is
  responsible for about 16 20 primary schools.

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SUPERVISORS JOB DESCRIPTION

• Primary School Inspector ( Tanzania )
• The PSI is the main field inspector. It is his
  or her duty to work with colleagues in inspecting
  schools on a regular basis.

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SUPERVISORS JOB DESCRIPTION

• The variation between these three job description
  is supervisors in Trinidad, for instance, have
  less purely administrative duties among their
  official tasks than their colleagues in Uttar
  Pradesh.
• The same tasks among the three job description
  are
• a. an overload of responsibilities
• b. dispersion of tasks and
• c. inclusion of activities that bear little
• relationship to the core functions of a
• supervisor.

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SUPERVISORS JOB DESCRIPTION

• Key words reflect the core functions of the
  supervisor
• To control inspect, supervise, evaluate and
  assess
• To support and advise
• To report, to prepare administrative documents
  and to participate in meetings.

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CORE FUNCTIONS OF THE SUPERVISORS

• Generally, supervision staf are expected to play
  three different yet complementary roles, which
  are quite evident in the job descriptions
• To control and evaluate
• To give support and advice, and
• To act as a liasion agent.

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TO CONTROL AND EVALUATE

• To control is considered to be the essential
  function of supervisors by central ministry.
• The control function covers pedagogicals well as
  administrative inputs and processes.
• Traditionally, control of the teaching staff
  the human resource input received top priority.

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TO SUPPORT AND GIVE ADVICE

• Simple control without support will not easily
  lead to quality improvement.
• In most instances, support takes the form of
  advice given to teachers and headteachers during
  supervision visits, which cover both
  administrative and pedagogical issues.
• Other modalities of support individual
  tutoring demonstration lessons in-service
  training programmes and organization of
  peer-learning.

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TO ACT AS A LIASION AGENT

• Supervisors are the main liaison agents between
  the top of the education system, where norms and
  rules are set, and the schools, where education
  really takes place.
• To inform schools of decisions taken by the
  centre, and to inform the centre of the realities
  at school level.
• Supervisors are entrusted with horizontal
  relations and have a privileged role to play in
  identifying and spreading new ideas and good
  practices between schools.
• When ambitious reform programs are being
  launched, their role in disseminating the reform
  and in ensuring smooth implementation at the
  school level becomes important.

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EXTRA ROLE OF SUPERVISORS

• As if their job description was not sufficiently
  complex, supervisors must also establish good
  linkages with other services involved in quality
  development such as pre- and in-service teacher
  training, curriculum development, preparation of
  national tests and examinations.

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MAIN ROLE CONFLICTS

• Tension between administrative and pedagogic
  duties.
• Tension between control and support.
• Tension between standardized procedures and need
  for tailor-made services.

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What supervisors are doing some evidence from
research

• Distribution of time between tasks Uttar
  Pradesh, India

Supervisings building and construction 30.3
Collection of information 28.6
Meetings 11.7
Academic supervision 8.7
Departmental work 7.1
Others 4.7
Midday meal distribution 3.3
Distribution of scholarships 2.1
Co-curricular activities 1.8
Plan preparation 1.7
Census operation, election duties and social
work.
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What supervisors are doing some evidence from
research

• B. The views of the supervisors
• Excessive workload.
• Responsible for too many teachers or schools.
• Too many different tasks.
• Spend little time on classroom observation their
  attitude is more evaluative than supportive.
• Their work is more disciplinary than
  developmental they would like to get more
  involved in teacher support and advice.

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What supervisors are doing some evidence from
research

• The views of the teachers
• They feel that supervision work should be more
  developmental and less control-oriented.
• They feel that some supervisors are
  authoritarian, faultfinding and bureaucratic and
  moreover, biased, subjective and arbitrary.
• Irregular and bad planning of visits, not enough
  time spent in the classroom and at times,
  irrelevant advice.

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What supervisors are doing some evidence from
research

• In Chile, what teachers consider to be a good
  supervisor
• Somebody who helps, assists and indicates
  possible errors without waiting for them to
  occur in order to be able to sanction them
• Somebody who does not impose, but who respects
  the specificity of the school and iswilling to
  listen
• Somebody who knows how to guide, with good human
  relations and empathy
• Somebody who concentrates on the daily school
  processes in a systematic and integrated way
• Somebody who develops support networks
• Somebody who takes into account the khow-how of
  the teacher and stimulates his/her professional
  development

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NEW TRENDS AND INNOVATIONS

• Towards a more coherent job description
• - Separating control and support roles.
• - De-linking administrative and pedagogical
  tasks.
• - Simplifying is not simple

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NEW TRENDS AND INNOVATIONS

• Focus on school rather than on teachers.
• - It requires a global approach directed towards
  the school as a whole, involving the relations
  between the teaching staff and between the
  school and the community, and paying full
  attention to the contextualfactors.
• - School-focused supervision requires teamwork
  and therefore important changes in the
  traditional behaviour and work habits of the
  supervisors.
• - Implies the acquisition of new technical
  skills since fullschool inspection covers all
  different dimensions of school functioning
  including financing and relations with parent
  and community.

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NEW TRENDS AND INNOVATIONS

• Increasing role of supervision in system
  evaluation
• - System monitoring needs to be more
  comprehensive and should involve different
  criteria that have to do with aspects of
  equality and justice, international
  comparability and definition of national norms
  and standards.
• - Monitoring system should not only focus on
  the individual teacher and school but also on
  the system, and supervisors have an important
  role to play in this respect.

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NEW TRENDS AND INNOVATIONS

• Towards more openness and transparency
• - Procedures must be more openness and
  transparent
• - There is more openness and discussions with
  those being appraised, i.e. school staff.
• - Inspectors can no longer base their assessment
  on only one lesson and walk away after the class
  visit.
• - Making full reports of full school inspections
  available to the clients of the education system.

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• REFERENCE
• JNS web site
• UNESCO, 2007. Reforming School Supervision for
  Quality Improvement. IIEP, Unesco. Paris