TredrrrrredrytrutryutrfytrfdyutrfiuytVT.pptx

redtr

1. KEMISE POLY TECHNIC COLLEGE Roles and Responsibilities of Supervisors on Quality Education Management ( The case of kemise town schools )

2. Chapter One 1. Background We are living in a dynamic world where almost everything is changing and making progress. In this rapidly growing world where knowledge, concepts, technology, philosophies, in fact almost everything is changing, education has also been exposed to some fundamental changes (Day, 1997). It is no longer confined to considering human needs and the requirements of the present but it is to address to reflect on the development of human skills and capacities, and the necessities of the future. In fact, global village, the current era is shaped by a tremendous progress of knowledge, which leads to an explosion in teaching and learning (Wallace in Murat and Sibel , 2010).).Thus; teachers need to equip themselves with the necessary knowledge and skill to provide quality education for their students. Moreover, the nature of teaching demands that teachers engage in career-long professional development as teaching expertise does mature over the span of life (Tom, 1997)

3. Cont. In line with the above roles, the Amhara Regional Education Bureau also stated the following roles and responsibilities of educational supervisors in the region. All these depict that the role of educational supervisors is paramount in developing teachers’ continuous professional development. This paper, therefore, revolves around the roles of educational supervisors in continuous professional development.

4. 1.2. Problem statement All the above discussions seem to indicate that the roles of educational supervisors are mainly devoted to assist and work with teachers so that they can update teachers’ educational experiences in order to bring quality education. Moreover, scholars put similarity between a chemical catalyst and an able supervisor. A supervisor is the agent that makes the school operates effectively so as to bring quality education. Thus , the researcher found it significant to investigate the roles of educational supervisors in relation to teachers’ professional development in kamise town cluster schools of Oromia zone, Amhara Region. To this end, the following basic questions are forwarded. 1. What is the attitude of teachers towards their supervisors’ roles in their CPD? 2. Do the educational supervisors support the school teachers to apply what they got trained in the CPD during t he teaching learning process? 3. What are the factors affecting the effectiveness of supervisors to support teachers´ continuous professional development?

5. 1.3. Objective of the Study This study will aim at: Investigating the roles of educational supervisors in relation to teachers’ professional development in kamise town cluster schools. Identifying factors affecting the educational supervisors not to effectively support teachers’ professional development.

6. 1.4. Significance of the Study The findings and recommendations of the current study will benefit the following bodies:  Teachers will get awareness on the importance of educational supervision and the roles of supervisors to their professional development.  The study also helps the educational supervisors in the zone to rethink about their practices in schools.  The town, woreda as well as the zone educational offices may use the results and recommendations of the study to revise their working manual.  The region’s education bureau will also get the high light of the implementation of educational supervision in the zone.  Lastly, other interested researcher may use the findings of this study as an initial idea for further research

7. 1.5. Delimitation (Scope) of the Stud The study will delimit kamise town cluster schools. Thus, the findings and generalizations are all concerned with these schools. I have selected the area because I am a school principal in one of the primary schools in the town. Beyond that all the cluster schools are near to my school and it helped me to identify the problems easily and find solutions to it.

8. 1.6. Limitations of the Study The study will restrict to kamise town cluster schools; this means that the researcher could get the chance to assess the roles of only four supervisors. The researcher understands that the current research could have been strong if more cluster schools had been included. Absence of research budget and administration load of the researcher were also significant challenges which might in one or another way affect the quality of the research work. Despite this fact, the researcher tried his best to overcome factors which may influence the generalization and conclusion of the research work.

9. Chapter two 2. Review Related Literature 2.1. The Historical Background of Educational Supervision Supervision of instruction began as a process of external inspection: one or more local citizens were appointed to inspect both what the teachers were teaching and what the students were learning and the inspection theme was to remain firmly embedded in the practice of supervision (Brackett, 1994).The history of supervision as a formal activity exercised by educational administrators within a system of schools did not begin until the formation of the common school in the late 1830s

10. The supervisory system might cycle teachers with professional status through a three-to five-year period, during which they would receive a formal evaluation once and a variety of other evaluative processes during the other years (e.g., self-evaluation, peer supervision, curriculum development, action research on new teaching strategies, involvement in a school renewal project).

11. 2.2. Roles and Responsibilities of Supervisors Supervisors usually wear two or three other hats, but their specific responsibilities tend to include some or all of the following arranged in ascending order of scope or reach: Mentoring or providing for mentoring of beginning teachers to facilitate a supportive induction into the profession. Bringing individual teachers up to minimum standards of effective teaching (quality assurance and maintenance functions of supervision). Improving individual teachers' competencies, no matter how proficient they are deemed to be.

12. improvement in the service of quality learning for all children ( Drucker , 1988). In addition, from Paisley (2006) point of view, the modern educational supervision is characterized as follows.  It is a technical process which aims to improve teaching and learning through the case guidance and simulation of continued development for not only teachers but also any other person having an impact on the educational context.  It is a consultation process, based on respect for the opinion of teachers who are mainly affected by the work of supervision.  It is a collaborative process in different stage since it welcomes various views that present the proper relationship between the supervisor and the teacher so as to address the educational problems and find appropriate solutions.  It is an academic process which encourages research and experts’ recommendations whose results can be used to improve setting and achieving clear, observable, and measurable objectives in educational setting.

13. 2.3. Issues, Trends and Controversies A variety of trends can be seen in the field of supervision, all of which mutually influence one another (both positively and negatively) in a dynamic school environment. One trend indicates that teachers will be "supervised" by test results. With teachers being held accountable for increasing their students' scores, the results of these tests are being scrutinized by district and in-house administrators and judgments being made about the competency of individual teachers–and, in the case of consistently low-performing schools, about all the teachers in the school. In some districts, these judgments have led to serious efforts at professional development

14. Chapter Three 3. Methodology This research will follow the pragmatists’ paradigm since this paradigm is more concerne with the problem than the method. Thus, it is a flexible paradigm which allowed the researcher to employ more than one kind of data in the research (Creswell, 2003). Thus, this study will employed mix research methods with a concurrent triangulation strategy which helps the researcher cross validate or collaborate both qualitative and quantitative and data integrative

15. 3.1 Sources of data. The study will include the following sources for data collection.  School teachers.  Educational supervisors in the kemise town. The reason way I will prefer to use these people as a source of my data is that because the study focuses on the select people.

16. 3.3. Data Collection method The target populations of the study will educational supervisors in the kemise town. To increase the trust worthiness of the study, school teachers were also included as the sources of a data. According to the data obtained from the Education Bureau of Oromo nation zone, there are 4 cluster schools in kemise town. Under these cluster schools, there are 11 schools. The total number of teachers in these 11 schools is 306. Therefore, using available data sampling method, all schools were included in the study.

17. 3.4. Data gathering instrument. To achieve the stated objectives, different data gathering instruments were used. Each instrument is explained here under. Closed ended questionnaires with one open ended question were distributed to 20 teachers in order to get responses on whether their educational supervisor is helping them develop their profession or not. The questionnaires were developed by the researcher himself based on the job description prepared by the region´s education bureau for educational supervisors and the research conducted by Murat and Sibel , The open ended question was used to collect data from the teachers regarding the factors affecting supervisors not to effectively support teachers’continious professional development, if they were not supported. The questionnaire was subcategorized in to seven parts.

18. 3.5. Data analysis method. As the research strategy wills a mix one, there were both quantitative and qualitative data. Thus, the quantitative data were tabulated and analyzed using simple percentages while some of the qualitative data were put under the quantitative data and used to strengthen the quantitative one. The rest qualitative data were put under the basic question and narrated.

19. Chapter Four 4. Work Plan 4.1. Time Budg et No Activity jan feb march Jun 1 Topic selection X       2 Consulting of Advisor X X X X 3 Problem itemization X X X   4 Literature X X X X 5 Proposal writing     X   6 Data collection       X 7 Data analysis and interpretation       X 8 Draft report writing       X 9 Final paper writing presentation       X The following tables show the allocation of time for each specific task by the researcher.

20. 4.2. Cost Budget No Items Unit   Cost Unit Total   Birr Cent 1 Stationary             Paper Pack 2 120   240   Pen   10 10 00 100   Pencil   4 5 00 20 2 Transportation             From Keble to kebele     150 00 150   From Respondent to Respondent     150 00 150 3 Secretary Cost and printing         600 4 Miscellaneous exp         250   Sub Total         1510 5 Contingency (10%)         150   Total         1661

21. References  AACRA (March, 2014). “Addis Ababa City Roads Development during the last 15 years,” a special edition, Addis Ababa, Ethiopia.  Azeb Negash (2011). “Contribution of Cobble Stone Enterprises to Urban Household Food Security: The Case of Gulele Sub-city, Addis Ababa.” MA thesis, School of Development Studies, Addis Ababa University, Addis Ababa.  Bay Area Storm water Management Agencies Association (1999). Start at the Source: Design Guidance Manual for Storm water Quality Protection,  BoFED - CGAA (2013). Socio-Economic Profile of Addis Ababa For the Year 2004 E.C (2011/12). Addis Ababa. Cement and Concrete Association of Australia (2004). “Guide to Residential Streets and Paths, 2nd edition ”.  World Bank (2004). “World Development Report 2004: Making Services Work for People”, WB, Washington D. C. World Bank (1994). “World Development Report”, Washington DC: World Bank.  http://en.wikipedia.org/wiki/Road (Accessed in December, 2014)