Management of Instruction and Curriculum

Management of Instruction and Curriculum

1. Republic of the Philippines UNIVERSITY OF CALOOCAN CITY MANAGEMENT OF CURRICULUM AND INSTRUCTIONS DEM 407 MANOLO C. DAVANTES JR., Ph.D Professor

2. Prayer Heavenly Father, bless our online class, grant us focus and insight as we learn. May our work honor You and enrich our minds. Guide our thoughts and discussions to be fruitful and kind. Amen.

3. Topic 4 Here starts the lesson! Supervision for Professional Growth

4. Subtopics: Supervisory Models that Encourage Growth Peer Coaching Self-Directed Teacher Growth Action Research Collegial Development Groups

5. Optional Topics Directive Control Behaviors Directive Informational Behaviors Collaborative Behaviors Non-Directive Behaviors

6. Supervision - It is a systematic and organized process that involves overseeing , supporting , and improving various aspects of the educational system to enhance the quality of teaching and learning . It is a critical component of educational administration and leadership.

7. It is 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 the feedback in order to make teaching more effective. Professional Growth

8. Importance of Supervision in Education Supervision plays a crucial role in improving the quality of education by ensuring that teachers are constantly improving their instructional practices. Enhancing Teaching and Learning 1 Supervision offers teachers opportunities for professional growth and skill enhancement through feedback, mentoring, and coaching. 2 Professional Development Quality Education

9. Supervisory Models that Encourage Growth

10. FIVE SUPERVISORY MODELS Models ground our practices and help us with intentionality and consistency

11. 1 Clinical Supervision 2 Conceptual Supervision 3 Developmental Supervision 4 Contextual Supervision 5 Differentiated Supervision

12. Contextual Definition (Fritz, 2003) An individual responsible for the supervision of teaching performance Peer coaching leaders Master Teachers Principals PSDS Superintendents University teacher educator s 1 Instructional Leader

13. A form of inquiry designed to: e ncourage reflection and analysis d evelop and test hypotheses about what is effective and why 1 Clinical Supervision

14. 1 Clinical Supervision Planning Conference Classroom Observation/ Data Collection Analysis/Strategy Stage Post-observation Conference Post-conference Analysis Goal Setting Teacher prepares detailed lesson plan Observation Proper Collection of Data through Instrument Conceptualization Dialogue Establishes goals to be met next observation (Cook, 1996) (Goldhammer et al., 1993) (Cogan, 1973) Reflection Exercise for the Instructional L eader

15. e ncourages familiarization of influences affecting the teaching process. s upported by the Organizational Theory 2 Conceptual Supervision Individuals are unified by common set of standards They work together within a system of structure

16. Influences Affecting the Teaching Process environment l ife stage work load 2 Conceptual Supervision School Structure Organization factors Personal Factors colleagues administrators c lassroom climate s upport of colleagues d ecision making r ole conflict supervision t eaching assignment interpersonal c onceptual level intrapersonal e xperience in education k nowledge of the subject (Beach & Reinhartz, 1989) (Edmeirer & Nicklaus’s, 1999)

17. Focuses on the match of initial supervisory approach with the teacher or group’s developmental levels, expertise, and commitment 3 Developmental Supervision

18. Three types of Assistance Teachers with low conceptual thinking, expertise, and commitment Directive C ollaborative N ondirective Teachers with moderate level of abstract thinking, expertise and commitment (Glickman et al., 2001) 3 Developmental Supervision Teachers who think abstractly and demonstrate high expertise and commitment Instructional leader as the expert Allows the teacher to be in control Both instructional leader and teacher are working as a team

19. Matches supervisory styles with the teacher’s readiness level to perform a particular task 4 Contextual Supervision

20. Competence Vs. Confidence 4 Contextual Supervision Support Vs. Task TEACHER Instructional. Leader Extent of teacher’s Knowledge Skill Ability Degree of teacher’s Self-assurance W illingness Motivation Interest Amount of encouragement given to the teacher Amount of guidance provided in the subject matter (Ralph, 1998)

21. Level of Competence (Ralph, 1998) Four Quadrants of Leadership Style 4 Contextual Supervision Level of Confidence (2 nd Quadrant) Low Confidence; Low Competence LOW HIGH HIGH (1 st Quadrant) High Confidence; Low Competence ( 3 rd Quadrant) Low Confidence; High Competence ( 4 th Quadrant) High Confidence; High Competence Low Support; High Task Low Support; Low Task High Support; High Task High Support; Low Task

22. Particularly teacher-driven Allows instructional leader to be more of a mentor 5 Differentiated Supervision

23. Intensive Development Cooperative Professional Development Self-Directed Many instructional leader observations Independent teaching Mutually respectful process Focused on learning outcomes instead of teaching method Work together to facilitate professional growth Brief monitoring and unannounced classroom visit 5 Differentiated Supervision Administrative Monitoring (Glatthom, 1997) FOUR OPTIONS FOR DIFFERENTIATED SUPERVISON Works with small number of teachers having difficulty Works with more experienced teachers Works with teachers who prefer to work alone Focuses on what classroom problems must be addressed

24. Supervisory Options for Instructional Leaders (SOIL) Model Instructional Leader is more administrative and structured Rigidity of structure begins to diminish Supervision is teacher-driven (Hersey, 2001)

25. No model fits all. Often, some approaches are more or less suited to a particular situation. Hence, it is our challenge as instructional leaders to explore a variety of approaches to aide in the development of ALL types of teachers. Implications for Leadership Educators

26. THANK YOU FOR YOUR ACTIVE COOPERATION! Prepared by: BLESILDA F. CORPIN

27. References: Beach, D. M., & Reinhartz , J. (1989). Supervision: Focus on instruction . New York: Harper & Row. Cogan, M. L. (1973). Clinical supervision . Boston: Houghton Mifflin Edmeirer , H., & Nicklaus, J. (1999). The impact of peer and principal collaborative supervision on teacher’s trust , commitment, desire for collaboration, and efficiency . Journal of Curriculum and Supervision, 14(4 ), 351-378. Fritz, Carrie (2003). Supervisory Options for Instructional Leaders in Education. Journal of Leadership Education Volume 2, Issue 2. Iowa State University.

28. References: Gebhard , Jerry (1984). Models of Supervision: Choices. TESOL Quarterly, Vol.18, No. 3. Columbia University. Glatthorn , A. A. (1997). Differentiated supervision (2nd ed ) . Alexandria , VA: Association for Supervision and Curriculum Development. Goldhammer, R., Anderson, R. H., & Krajewski , R. J. (1993). Clinical supervision: Special methods for the supervision of teachers (3rd ed.) . New York: Holt, Rinehart , & Winston. Hersey, P., Blanchard, K. H., & Johnson, D. E. (2001). Management of organizational behavior: Leading human resources (8th ed ). Upper Saddle River, NJ: Prentice-Hall . Ralph, E. G. (1998 ). Developing practitioners: A handbook of contextual supervision. Stillwater, OK: New Forums Press.