INSTRUCTIONAL LEADERSHIP and SUPERVISION

INSTRUCTIONAL LEADERSHIP  may be defined as those actions undertaken with the intention of developing a productive and satisfying wor...

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"

INSTRUCTIONAL LEADERSHIP AND SUPERVISION

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 

Katz’ 3 Basic Skill Areas for Administrators

      A. human

      B. technical

      C. conceptual

Mann’s Classification of  Supervisory Skills

A. human

B.  technical

C. administrative or managerial

INSTRUCTIONAL PROGRAM --

  - 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

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

1. mutual trust and respect

2. integrity and credibility

3. need-based

4. development focused

5. shared goals

6. collaborative efforts

7. appropriation of strategy

ISSUES RELATED TO THE SUPERVISORY FUNCTION

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

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

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

6. creation of new instructional materials 

7. development of new curriculum

8. reorganization of the curriculum

9. development of alternative curricula for special students

10. adaptation of instructional techniques

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

Types of Instructional Supervision

1. Clinical supervision

2. Intensive guided supervision

3. Collaborative supervision

4. Peer supervision

5. Self-directed supervision

Intensive Guided

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

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

Peer Supervision

1. appropriate for top/excellent Ts

2. self-directed improvement

3. S assist Ts in gaining skills

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

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“.

Stage 1

The planning conference

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 

• The second stage of clinical supervision involves a classroom visit by the supervisor, with agreed-upon questions and data-collection techniques in hand.
• the supervisor observes a lesson systematically and non-judgmentally, collecting data related to the objectives agreed upon during the planning conference.

Stage 3
Feedback conference

The supervisor meets with the teacher to analyze the data collected during the classroom visit.

In their most basic form, the data provide a mirror-like reflection of classroom activities "so that teachers can see what they are actually doing while teaching"

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.

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.

• 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 

1. and INSTRUCTIONAL SUPERVISION 
2. they receive from their school head 
3. and subject supervisors.

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