- Instructional Supervisory Plan
- Annual Supervisory Plan Deped
- Deped Supervisory Plan For Principal
- Supervisory Plan Deped
- Instructional Supervisory Action Plan
- Monthly Supervisory Plan
REITERATION OF DepEd Order No. 2012: GUIDELINES ON THE IMPLEMENTATION OF EXECUTIVE ORDER NO. 66 and PROPER RADaR (Rapid Assessment of Damages Report) REPORTING per DepEd Order No.21, s. 2015 in PREPARATION FOR THE EXPECTED ONSLAUGHT OF TYPHOON 'MAN.
INSTRUCTIONAL LEADERSHIP
- may be defined as those actions undertaken with the intention of developing a productive and satisfying working environment for teachers and desirable learning conditions and outcomes for the children.
- Instructional leadership encompasses 'those actions that a principal takes, or delegates to others, to promote growth in student learning'
7 Correlates of Effective Schools
Instructional Leadership - Clear and Focused Mission
- Safe and Orderly Environment
- Climate of High Expectations
- Frequent Monitoring of Student Progress
- Positive Home-School Relations
- Opportunity to Learn and Student Time on Task
A. human
C. conceptual
Mann’s Classification of Supervisory Skills
B. technical
- a set of related activities intended to achieve teaching and maximized pupil/student learning and the efficient utilization of available material/human resources.
CRITICAL AREAS OF CONCERN OF THE INSTRUCTIONAL LEADER
1. Curriculum implementation
2. The teaching -learning environment
3. Instructional materials
4. Pupil/student assessment
5. Techniques/Methods of teaching
6. Staff development
2. The teaching -learning environment
3. Instructional materials
4. Pupil/student assessment
5. Techniques/Methods of teaching
6. Staff development
INSTRUCTIONAL SUPERVISION (IS)
-- a dynamic process that involves the systematic study and analysis of the entire teaching-learning situation utilizing a carefully planned program cooperatively derived from the situation and which is adapted to the needs of those involved in it.
Factors that Affect the Effectiveness of IS
2. integrity and credibility
4. development focused
6. collaborative efforts
1. Negative concept on supervision
2. Lack of time alloted to actual supervision
3. Unqualified supervisors
4. Traditionally oriented officials
5. Teacher/supervisor aversion to supervision
6. Inadequate knowledge/ background of concerned officials on supervisory practices
2. Lack of time alloted to actual supervision
3. Unqualified supervisors
4. Traditionally oriented officials
5. Teacher/supervisor aversion to supervision
6. Inadequate knowledge/ background of concerned officials on supervisory practices
Activities that are pertinent to instructional supervision
1. preparation of supervisory plan: instructional needs, focus for week or thrust, supervisory activities, schedule, teachers
2. classroom observation visits: announced, unannounced, on call, flying
3. conferences and meetings with teachers
4. evaluation of lesson plans
5. demonstration/intervisitation lessons
6. professional meetings
2. classroom observation visits: announced, unannounced, on call, flying
3. conferences and meetings with teachers
4. evaluation of lesson plans
5. demonstration/intervisitation lessons
6. professional meetings
Categories of Teacher needs
Crucial Skill (IGS)
1. classroom management
2. discipline
3. teaching a development lesson
4. art of questioning
5. selection/use of instructional materials
1. classroom management
2. discipline
3. teaching a development lesson
4. art of questioning
5. selection/use of instructional materials
7. development of new curriculum
9. development of alternative curricula for special students
Instructional Supervisory Plan
11. implementing research implications
Supervisory Plan and Program
1. Goals/Objectives
2. Lines of Emphasis
3. Activities
4. Persons/Officials/ Schools Involved
5. Time Frame
6. Expected Outcome
2. Lines of Emphasis
3. Activities
4. Persons/Officials/ Schools Involved
5. Time Frame
6. Expected Outcome
Types of Instructional Supervision
2. Intensive guided supervision
4. Peer supervision
1. Requires maximum involvement and total control by S
2. involves step-by-step approach to supervision between T/S
3. appropriate for mostly low and some moderate degree T
4. steps
a. identification of a skill improvement area by T/S or T/S
b. development of a detailed plan of improvement
c. guided implementation
d. teaching/observation
e. analysis of result
f. identification of emerging need
2. involves step-by-step approach to supervision between T/S
3. appropriate for mostly low and some moderate degree T
4. steps
a. identification of a skill improvement area by T/S or T/S
b. development of a detailed plan of improvement
c. guided implementation
d. teaching/observation
e. analysis of result
f. identification of emerging need
Collaborative Supervision
1. Appropriate for mostly moderate/some high degree T
2. steps
a. arriving at agreements on area to be worked on by T/S
b. cooperative development of plan and implementation scheme
c. implementation of plan with or without active participation of S
d. review of plan after time period has elapsed
2. steps
a. arriving at agreements on area to be worked on by T/S
b. cooperative development of plan and implementation scheme
c. implementation of plan with or without active participation of S
d. review of plan after time period has elapsed
Peer Supervision
2. self-directed improvement
4. 2 teachers work together/supervise themselves
5. Ts agree with S on objectives, implementation plan, evaluation criteria, time frame, etc.
Self-directed Supervision
1. appropriate for T with special needs/interests
2. T supervises own efforts for improvement
2. T supervises own efforts for improvement
CLINICAL SUPERVISION, a process that focuses on the improvement of instruction by engaging the teacher in a systematic cycle that includes a planning conference, classroom observation & analysis, and a feedback conference.
Clinical supervision has as its goal
'the professional development of teachers, with an emphasis on improving teachers' classroom performance“.
Annual Supervisory Plan Deped
Stage 1
sets the stage for effective clinical supervision. It involves a meeting between the supervisor and supervisee during which they agree on the focus of the forthcoming classroom visit and a method for collecting data for later analysis.
Stage 2
Classroom observation
Classroom observation
- The second stage of clinical supervision involves a classroom visit by the supervisor, with agreed-upon questions and
Quality and Its Associated Concepts
1.Quality as OUTPUTS -- refer to changes in students achievement, completion rates, certification, skills and values.
2.Quality as OUTCOMES -- refer to longer consequences of education such as employment, earnings and changes of overtime in attitudes, values and behavior.
Deped Supervisory Plan For Principal
3.Quality as INPUTS -- include characteristics of teachers, pupils, facilities, curriculum and fiscal and other resources necessary for the maintenance or change of the educational enterprise.
4. Quality as PROCESS -- interpreted as the form of interaction between the teachers, administrators, materials and technology in educational activities.
Supervisory Plan Deped
- The QUALITY OF ANY SCHOOL is said to be almost directly proportionate to the QUALITY OF CLASSROOM INSTRUCTION given in the school;
- The QUALITY OF CLASSROOM TEACHING given in a school is very much dependent upon the QUALITY OF THE TEACHERS who teach in the school; and,
- The QUALITY OF PERFORMANCE of the TEACHERS in the classroom is often related to the type of CLASSROOM
- and INSTRUCTIONAL SUPERVISION
- they receive from their school head
- and subject supervisors.
Instructional Supervisory Action Plan
We are giving FREE Selling and Business Consultation; pleaseclick the link below,
Monthly Supervisory Plan
We prepare Speech and Messages; please click the link below,