TOPIC: Chapter I

Introduction to Administration and Supervision and Changes in

Supervisory Thought
DATE: June 17 ( Monday ), 19 ( Wednesday ) , 21 ( Friday ) 2019
5:00-8:00pm
Room 201, OCI New Building
REFLECTION:
In this topic, you will encounter the overview of Administration and Supervision and Changes in
Supervisory Thought. Also, this topic discusses the definition of terms from various authors and
well-known writers, supervision of instruction in the Philippines which put emphasis on
administration, curriculum, instruction, human relations, leadership and evaluation. Additional
topics would be about leadership and the functions and responsibilities of a supervisor.
The administrator has many different managerial parts within the school. Administrators focus on
service to administrative personnel, teachers, as well as to the students in the school community.
The roles of an effective administrator are immense and varied. Every situation brings about a set
of issues and needs within the school community. School leader’s concentration on priorities,
needs, and assistance of both the effective and ineffective educators. Effective overseers are able
to balance the needs of the students, teachers, and of the administration. The administrator
preserves effective working professional relationships with staff members and administrative
personnel, while maintaining a productive environment in which learners learn. Effective
administrators are able to balance all of the needs of each of these groups. The administrator does
not only cater to the needs within the school community, but focus on establishing relationships
with parents and the local community.
Administration is determined action taken in pursuit of conscious purpose. It is the systematic
ordering of affairs and the calculated use of resources aimed at making those happen which one
wants to happen. (F.M Marx) while supervision is to supervise, criticize, to evaluate, to appraise or
to praise. (Crow and Crow). Hence, supervision means managing the act of an individual or a
cluster. It involves of emerging skills. It also means to check the performance of workforces and to
guide them accordingly. As compared to administration is used to implement the policies, rules and
techniques passed by management. Administration is the process of overseeing a company’s
overall performance. It is concerned with managing different departments, ensuring that goals are
achieved. Supervision is a managerial process that involves monitoring a person’s performance. It
is concerned with managing a group of people towards delivery of specific goals.
Arlene Spiotta was recently appointed vice principal of Regional Valley High School, where she
has worked as a teacher for three years. An affable, popular teacher, Arlene had been a teacher at
Westfield High School, located in a neighboring township, for eight years. Prior to that, she was a
teacher for five years in two schools in another state. She recently earned her supervisory
certification and master’s degree in administration and supervision at a local college.
Although Arlene received a warm welcome on the opening day of school in September, she noticed
that teachers on the grade levels she supervises react much differently to her now. In one instance,
she was passing the room of a former teacher-colleague, Linda Evans, who at the time was at her
desk, assisting a student. When Linda noticed Arlene looking into the classroom, she stiffened in
her chair and abruptly sent the pupil back to his desk. After receiving a stern and cold stare, Arlene
proceeded down the hallway to her office. Arlene wondered why her colleague Linda acted so
differently when she saw her now.
Why do you think Linda reacted to Arlene the way she did? What factor(s) may have contributed
to this situation? What dilemma is she facing in her new role?
Arlene Spiotta took for granted the fact that she was now in a position very different from that of
Linda Evans. Although they were former colleagues and friends, Arlene was now a supervisor. As
a supervisor, she was expected to assist and evaluate her former colleagues. Linda Evans, on seeing
Arlene apparently staring into the classroom (an assumption, we might add, that may or may not
have been accurate), reacted as she had previously to other supervisors for whom she had worked.
Her former supervisors were overbearing bureaucrats who looked for evidence of teacher
incompetence at every turn. Arlene, too, may have been influenced by what she considered to be
behavior “expected” of a supervisor; that is, daily patrol or inspection of the hallways. After all, not
only had Arlene been certified and trained as a supervisor in a state that mandates that all teachers
be formally observed at least twice a year (eight times for nontenured teachers), but as an
experienced teacher (of how many years? Right, 16), she had been exposed to many supervisors
who had conducted themselves in very autocratic and bureaucratic ways. (Sullivan.qxd 7/5/2004).
POST TEST
A district supervisor used to get some of his teachers together to play mahjong on Sunday
afternoons or evenings. When asked by another district supervisor why he did this, he said that
these teachers like other human beings need recreation.
What leadership style does the supervisor possess? How do you explain the outward motivations of
the supervisor from the point of view of value system?
Answer:
The district supervisor engaged his subordinates in a democratic form of leadership. Democratic
leaders focus more on mentoring and coaching their followers instead of being in complete control
of activities. This type of leader typically delegates responsibilities, seeks input from, and shares
authority with followers. They generally attempt to avoid conflict, and are naturally concerned with
creating an atmosphere that fosters warm, open, interpersonal relationships.
The Distinction Between Leadership and Supervision. ... Supervision is a management activity and
supervisors have a management role in the organization. i. Leadership is the ability to effectively
and responsibly engage with people, processes, and programs, to achieve organizational, team, or
individual goals.
They also recognize the importance of ethical behavior. The best leaders exhibit both their core
values and their ethics in their leadership style and actions. Your leadership ethics and values
should be visible because you live them in your actions every single day. A lack of trust is a
problem in many workplaces.
TOPIC: Chapter II
Dimensions of Supervision and Issues in the Curriculum
DATE: June 24 ( Monday ), 26 ( Wednesday ) , 28 ( Friday ) 2019
5:00-8:00pm
Room 201, OCI New Building
REFLECTION:
In this topic, you will come across Dimensions of Supervision and Issues in the Curriculum and
Dimension of Supervision.
Supervisors today play a critical role in ensuring an organization’s success and productivity. Most
Supervisors have the responsibility of directing the work of others by hiring, developing,
motivating and monitoring the performance of the staff. The successful Supervisor must have a
clear understanding of his or her roles and responsibilities as a Supervisor.
Supervision in education is poorly defined as a professional practice. Despite the fact that
supervision is considered by many to be the primary process by which instructional excellence is
achieved and maintained, experts in the field have observed that supervision in education has not
yet been clearly circumscribed (Wiles and Bondi, 1986) acid that "confusion" and "uncertainty"
remain concerning key issues (Sergiovanni and Starratt, 1968).
Educational reform, school improvement, and excellence in education are terms used to describe
the current educational approaches for improving our schooling processes. A pressing need exists
to improve our schools and to improve the level of quality of educational practices.
The program in Curriculum and Supervision is intended for students who have a passion for
student, teacher and school development. Our students discover current informative topics through
academic experiences in curriculum, supervision, teacher education, professional development,
teacher leadership, instructional coaching and mentorship. Students and faculty in the program
conduct research contributing to our understandings of how teachers learn and develop in a variety
of formal and informal learning communities. Graduates go on to academic positions at colleges
and universities throughout the world in teacher education, curriculum, and related fields as well as
positions in schools, districts, governments, and other entities concerned with the development of
expertise in teaching and learning
One major trend during this decade of school reform has been the attempt to prescribe more closely
the duties and functions of teachers, supervisors, and administrators, ostensibly to upgrade their
status and improve their efficiency. Regardless of the benefits and drawbacks of such plans, what is
alarming is that legislatures and courts in some states have taken the initiative in defining these
duties and functions with little consultation from educators (Hazi, 1982, 1988).
We see teaching as a socially situated and complex activity with intellectual, moral and craft
dimensions. Given the complex nature of teaching, we believe that teacher development is
grounded in an inquiry stance and ongoing reflection. This understanding of teaching undergirds
the rest of the work we do in preparing students to engage in scholarship and practice in teacher
education, curriculum, supervision, and professional development. We conceptualize leadership as
a function as opposed to a role or position. We understand professional development to be an
individual and collective lifelong endeavor situated in a range of contexts, both informal and
formal. We understand all these aspects of our work in education as unfolding through
collaboration within communities of practice in which theory and practice are mutually informing.
We view our work as multidisciplinary, national, and international in scope.
Here at Penn State, our work is multidisciplinary and flexible. Our students come from a broad
range of educational settings both in the United States and abroad. Our students have the
opportunity to work on issues and concerns relevant to state, regional, national and internationals
settings across a broad variety of roles in education. Though our understandings are informed by
broad perspectives in curriculum, our practice and scholarship are situated primarily in schools.
Our students are fortunate to have access to a host of resources including the amenities of a large
and thriving research university with dedicated faculty who both conduct research at the forefront
of their fields and devote personal attention to doctoral students. We have established strong
relationships with a diverse set of school districts that span rural, suburban, and an increasing
number of urban contexts. We are also proud to have a long-standing, award-winning Professional
Development School in which teachers are our full partners in teacher education. We are located in
State College, Pennsylvania, in a region nicknamed “Happy Valley,” a community that’s a
positive, affordable, and welcoming place to live and work.
Identification of the dimensions of effective supervisory practice is the focus of this literature
review of the past 15 years. The two main objectives are to identify the knowledge, attitudes, and
skills for effective educational supervision and to verify the importance of the knowledge,
attitudes, and skills from a sample of practitioners. The literature review focuses on supervision
textbooks and on research that examines the relationship between leadership in schools and
instructional effectiveness. Knowledge, attitudes, and skills are classified into 12 categories
representative of the dimensions of supervisory practice: (1) community relations; (2) staff
development; (3) planning and change; (4) communication; (5) curriculum development and
implementation; (6) improving the instructional program; (7) service to teachers; (8) observing and
conferencing; (9) problem solving and decision-making; (10) research and program evaluation;
(11) motivating and organizing; and (12) personal development. Identification of these dimensions
legitimates the professional status of supervision in education. Practitioners must therefore strive
for self-determination in establishing supervisory guidelines to avoid regulation by uninformed
outside policymakers. (95 references) (LMI) (Pajak, Edward)
POST TEST
A. What are the different correlates of effective school?
Answer:
According to Lezotte, Lawrence W. Correlates of Effective Schools: The First and Second
Generation. (Effective Schools Products, Ltd., Okemos, MI, 1999), a number of schools have been
relying on effective school’s research as the framework for their school improvement program.
After three or four years, many claims that they have successfully met the criteria described in the
research on the correlates of effective schools. These educators ask if there is anything that comes
after, or goes beyond, these standards.
The concept of second-generation correlates attempts to incorporate the recent research and school
improvement findings and offers an even more challenging developmental stage to which schools
committed to the Learning for All mission ought to aspire.
There are two underlying assumptions to keep in mind: First, school improvement is an endless
journey. Second, the second-generation correlates cannot be implemented successfully unless the
first-generation correlate standards are present in the school. In one sense, the second-generation
correlates represent a developmental step beyond the first and, when successfully accomplished,
will move the school even closer to the mission of Learning for All.
1. Safe and Orderly Environment
The First Generation: In the effective school there is an orderly, purposeful, businesslike
atmosphere which is free from the threat of physical harm. The school climate is not oppressive
and is conducive to teaching and learning. The Second Generation: In the first generation, the safe
and orderly environment correlate was defined in terms of the absence of undesirable student
behavior (e.g., students fighting). In the second generation, the concept of a school environment
conducive to Learning for All must move beyond the elimination of undesirable
behavior. The second generation will place increased emphasis on the presence of certain desirable
behaviors (e.g., cooperative team learning). These second generation schools will be places where
students actually help one another. Moving beyond simply the elimination of undesirable behavior
will represent a significant challenge for many schools. For example, it is unlikely that a school’s
faculty could successfully teach its students to work together unless the adults in the school model
collaborative behaviors in their own professional working relationships. Since schools as
workplaces are characterized by their isolation, creating more collaborative/ cooperative
environments for both the adults and students will require substantial commitment and change in
most schools.
First, teachers must learn the “technologies” of teamwork. Second, the school will have to create
the “opportunity structures” for collaboration. Finally, the staff will have to nurture the belief that
collaboration, which often requires more time initially, will assist the schools to be more effective
and satisfying in the long run. But schools will not be able to get students to work together
cooperatively unless they have been taught to respect human diversity and appreciate democratic
values. These student learnings will require a major and sustained commitment to multicultural
education.
2. Climate of High Expectations for Success
The First Generation: In the effective school there is a climate of expectation in which the staff
believe and demonstrate that all students can attain mastery of the essential school skills, and the
staff also believe that they have the capability to help all students achieve that mastery.
The Second Generation: In the second generation, the emphasis placed on high expectations for
success will be broadened significantly. In the first generation, expectations were described in
terms of attitudes and beliefs that suggested how the teacher should behave in the teaching-learning
situation. Those descriptions sought to tell teachers how they should initially deliver the lesson.
High expectations meant, for example, that the teacher should evenly distribute questions asked
among all students and should provide each student with an equal opportunity to participate in the
learning process. Unfortunately, this “equalization of opportunity,” though beneficial, proved to be
insufficient to assure mastery for many learners. Teachers found themselves in the difficult position
of having had high expectations and having acted upon them—yet some students still did not learn.
In the second generation, the teachers will anticipate this and they will develop a broader array of
responses. For example, teachers will implement additional strategies, such as re-teaching and
regrouping, to assure that all students do achieve mastery. Implementing this expanded concept of
high expectations will require the school as an organization to reflect high expectations. Most of
the useful strategies will require the cooperation of the school as a whole; teachers cannot
implement most of these strategies working alone in isolated classrooms.
High expectations for success will be judged, not only by the initial staff beliefs and behaviors, but
also by the organization’s response when some students do not learn. For example, if the teacher
plans a lesson, delivers that lesson, assesses learning and finds that some students did not learn, and
still goes on to the next lesson, then that teacher didn’t expect the students to learn in the first
place. If the school condones through silence that teacher’s behavior, it apparently does not expect
the students to learn, or the teacher to teach these students.
Several changes are called for in order to implement this expanded concept of high expectations
successfully. First, teachers will have to come to recognize that high expectations for student
success must be “launched” from a platform of teachers having high expectations for self. Then the
school organization will have to be restructured to assure that teachers have access to more “tools”
to help them achieve successful Learning for All. Third, schools, as cultural organizations, must
recognize that schools must be transformed from institutions designed for “instruction” to
institutions designed to assure “learning.”
3. Instructional Leadership
The First Generation: In the effective school the principal acts as an instructional leader and
effectively and persistently communicates that mission to the staff, parents, and students. The
principal understands and applies the characteristics of instructional effectiveness in the
management of the instructional program. The Second Generation: In the first generation, the
standards for instructional leadership focused primarily on the principal and the administrative staff
of the school. In the second generation, instructional leadership will remain important; however,
the concept will be broadened and leadership will be viewed as a dispersed concept that includes
all adults, especially the teachers. This is in keeping with the teacher empowerment concept; it
recognizes that a principal cannot be the only leader in a
complex organization like a school. With the democratization of organizations, especially schools,
the leadership function becomes one of creating a “community of shared values.” The mission will
remain critical because it will serve to give the community of shared values a shared sense of
“magnetic north,” an identification of what this school community cares most about. The role of
the principal will be changed to that of “a leader of leaders,” rather than a leader of followers.
Specifically, the principal will have to develop his/her skills as coach, partner and cheerleader. The
broader concept of leadership recognizes that leadership is always delegated from the follower-ship
in any organization. It also recognizes what teachers have known for a long time and what good
schools have capitalized on since the beginning of time: namely, expertise is generally distributed
among many, not concentrated in a single person.
4. Clear and Focused Mission/Vision
The First Generation: In the effective school there is a clearly articulated school vision/ mission
through which the staff shares an understanding of and commitment to the instructional goals,
priorities, assessment procedures and accountability. Staff accept responsibility for students’
learning of the school’s essential curricular goals. The Second Generation: In the first generation
the effective school mission emphasized teaching for Learning for All. The two issues that surfaced
were: Did this really mean all students or just those with whom the schools had a history of
reasonable success? The focus was usually on mastery of mostly low-level skills. In the second
generation, the focus will shift toward a more appropriate balance between higher-level learning
and those more basic skills that are truly prerequisite to their mastery. Designing and delivering a
curriculum that responds to the demands of accountability, and is responsive to the need for higher
levels of learning, will require substantial staff development. Teachers will have to be better trained
to develop curricula and lessons with the “end in mind.” They will have to know and be
comfortable with the concept of “backward mapping,” and they will need to know “task analysis.”
These “tools of the trade” are essential for an efficient and effective “results-oriented” school that
successfully serves all students.
Finally, a subtle but significant change in the concept of school mission deserves notice.
Throughout the first generation, effective schools proponents advocated the mission of teaching for
Learning for All. In the second generation the advocated mission will be Learning for All. The
rationale for this change is that the “teaching for” portion of the Throughout the first generation,
effective schools proponents advocated the vision/mission of teaching for Learning for All. In the
second generation the advocated mission will be Learning for All. The rationale for this change is
that the “teaching for” portion of the old statement created ambiguity (although this was
unintended) and kept too much of the focus on “teaching” rather than “learning.” Finally, the new
formulation of Learning for All opens the door to the continued learning of the educators as well as
the students.
5. Opportunity to Learn and Student Time on Task
The First Generation: In the effective school teachers allocate a significant amount of classroom
time to instruction in the essential skills. For a high percentage of this time students are engaged in
whole class or large group, teacher-directed, planned learning activities.
The Second Generation: In the second generation, time will continue to be a difficult problem for
the teacher. In all likelihood, the problems that arise from too much to teach and not enough time to
teach it will intensify. In the past, when the teachers were oriented toward “covering curricular
content” and more content was added, they knew their response should be to “speed-up.” Now
teachers are being asked to stress the vision/ mission that assures that the students master the
content that is covered. How are they to respond? In the next generation, teachers will have to
become more skilled at interdisciplinary curriculum and they will need to learn how to comfortably
practice “organized abandonment.” They will have to be able to ask the question, “What goes and
what stays?” One of the reasons that many of the mandated approaches to school reform have
failed is that, in every case, the local school was asked to do more! One of the characteristics of the
most effective schools is their willingness to declare that some things are more important than
others; they are willing to abandon some less important content so as to be able to have enough
time dedicated to those areas that are valued the most.
The necessary time must be provided in a quality program that is not perceived as punitive by those
in it, or as excessive, by those who will have to fund it. These conditions will be a real challenge
indeed!
6. Frequent Monitoring of Student Progress
The First Generation: In the effective school student academic progress is measured frequently
through a variety of assessment procedures. The results of these assessments are used to improve
individual student performance and also to improve the instructional program.
The Second Generation: In the first generation, the correlate was interpreted to mean that the
teachers should frequently monitor their students’ learning and, where necessary, the teacher
should adjust his/her behavior. Several major changes can be anticipated in the second generation.
First, the use of technology will permit teachers to do a better job of monitoring their students’
progress. Second, this same technology will allow students to monitor their own learning and,
where necessary, adjust their own behavior. The use of computerized practice tests, the ability to
get immediate results on homework, and the ability to see correct solutions developed on the screen
are a few of the available “tools for assuring student learning.”
A second major change that will become more apparent in the second generation is already under
way. In the area of assessment, the emphasis will continue to shift away from standardized norm-
referenced paper-pencil tests and toward curricular-based, criterion-referenced measures of student
mastery. In the second generation, the monitoring of student learning will emphasize “more
authentic assessments” of curriculum mastery. This generally means that there will be less
emphasis on the paper pencil, multiple-choice tests, and more emphasis on assessments of products
of student work, including performances and portfolios. Teachers will pay much more attention to
the alignment that must exist between the intended, taught, and tested curriculum. Two new
questions are being stimulated by the reform movement and will dominate much of the
professional educators’ discourse in the second generation: “What’s worth knowing?” and “How
will we know when they know it?” In all likelihood, the answer to the first question will become
clear relatively quickly, because we can reach agreement that we want our students to be self-
disciplined, socially responsible, and just. The problem comes with the second question, “How will
we know when they know it?” Educators and citizens are going to have to come to terms with that
question. The bad news is that it demands our best thinking and will require patience if we are
going to reach consensus. The good news is that once we begin to reach consensus, the schools will
be able to deliver significant progress toward these agreed-upon outcomes.
7. Home-School Relations
The First Generation: In the effective school parents understand and support the school’s basic
mission and are given the opportunity to play an important role in helping the school to achieve
this mission. The Second Generation: During the first generation, the role of parents in the
education of their children was always somewhat unclear. Schools often gave “lip service” to
having parents more actively involved in the schooling of their children. Unfortunately, when
pressed, many educators were willing to admit that they really did not know how to deal effectively
with increased levels of parent involvement in the schools.
In the second generation, the relationship between parents and the school must be an authentic
partnership between the school and home. In the past when teachers said they wanted more parent
involvement, more often than not they were looking for unqualified support from parents. Many
teachers believed that parents, if they truly valued education, knew how to get their children to
behave in the ways that the school desired. It is now clear to both teachers and parents that the
parent involvement issue is not that simple. Parents are often as perplexed as the teachers about the
best way to inspire students to learn what the school teaches. The best hope for effectively
confronting the problem—and not each other—is to build enough trust and enough communication
to realize that both teachers and parents have the same goal—an effective school and home for all
children!
B. Why is it important to understand the dimensions of supervision?
Answer:
According to Nancy Kline , “Supervision is an opportunity to bring someone back to their own
mind, to show them how good they can be”.
The scope of supervision includes but not limited to:
1.Survey of the school system
2.The direct improvement of Classroom Teaching
3.The General Improvement of Teachers – in Service
4. Organizing Programs of Cooperative activity
5. The Development of Maintenance of Morale, or de Corps
6. The Selection and Organization of the materials of instruction
7. Experimental Study of the problems of Teaching
8. Determine the desirable Physical Conditions of Learning
9. Performance of Professional and Semi-Administrative Duties.
Supervision appears to be the issue most in need of close attention. Principals play a vital role in
setting the direction for successful schools but productive leadership depends heavily on its fit with
the social and organizational context in which it is exercised. They (the principals) are the primary
catalysts for creating a lasting foundation for learning, for driving school and student performance,
and for shaping the long-term impact of schools’ improvement efforts.
The importance of mentoring during educational supervision. Educational supervision is regular
supervision taking place in the context of a recognized training programme in order to determine
learning needs and review progress. ... This commentary explores the importance of mentoring
during educational supervision. ( https://link.springer.com/article/10.1007/s40037-016-0291-3 )
C. What are the different practices in the Philippines regarding curriculum revision?
Recognition of achievement? Better communication? About having resource persons? And
the controversial issues?
Answer:
Different practices in the Philippines regarding curriculum revision
The Philippine education system has evolved over hundreds of years of colonial occupation, first
by Spain and then by the US, through martial law and the people’s power revolution that brought
democracy to the sprawling archipelago. The education sector’s development has mirrored the
changes in the country’s administration. Today the focus is on expanding access and ensuring more
Filipinos receive a decent basic education, as a means of reducing poverty and improving national
competitiveness. The World Bank notes that in other countries such initiatives have brought “large
economic benefits”. The K-12 reform was introduced in 2016 and funding was increased, easing
concerns that its implementation would be hindered by limited resources and winning over new
President Rodrigo Duterte, who was initially sceptical about the plan.
Despite these successes and President Duterte’s commitment to socio-economic issues as his policy
priorities, the education system continues to struggle with deep inequalities. Quality also remains a
concern. Addressing these problems will require a continued commitment to increased funding for
education, and an efficient mechanism to ensure the money is spent in the most effective manner.
TOPIC: Chapter III
SUPERVISION OF INSTRUCTION
DATE: July 1 ( Monday ), 3 ( Wednesday ) , 5 ( Friday ) 2019
5:00-8:00pm
Room 201, OCI New Building
REFLECTION:
This chapter reviews aspects of the supervision program in improving classroom instruction while
on the other hand affecting professional growth and teaching performance.
Supervision, as a field of educational practice with clearly delineated roles and responsibilities, did
not fall from the sky fully formed. Rather, supervision emerged slowly as a distinct practice,
always in relation to the institutional, academic, cultural, and professional dynamics that have
historically generated the complex agenda of schooling.
The History of Supervision
In colonial New England, 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. The inspection theme was to remain firmly embedded in the practice of
supervision.
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. During
the first half of the nineteenth century, population growth in the major cities of the United States
necessitated the formation of city school systems. While superintendents initially inspected schools
to see that teachers were following the prescribed curriculum and that students were able to recite
their lessons, the multiplication of schools soon made this an impossible task for superintendents
and the job was delegated to the school principal. In the early decades of the twentieth century, the
movement toward scientific management in both industrial and public administration had an
influence on schools. At much the same time, child-centered and experienced-based curriculum
theories of European educators such as Friedrich Froebel, Johann Pestalozzi, and Johann Herbart,
as well as the prominent American philosopher John Dewey, were also affecting the schools. Thus,
school supervisors often found themselves caught between the demand to evaluate teachers
scientifically and the simultaneous need to transform teaching from a mechanistic repetition of
teaching protocols to a diverse repertory of instructional responses to students' natural curiosity and
diverse levels of readiness. This tension between supervision as a uniform, scientific approach to
teaching and supervision as a flexible, dialogic process between teacher and supervisor involving
the shared, professional discretion of both was to continue throughout the century.
In the second half of the century the field of supervision became closely identified with various
forms of clinical supervision. Initially developed by Harvard professors Morris Cogan and Robert
Anderson and their graduate students, many of whom subsequently became professors of
supervision in other universities, clinical supervision blended elements of "objective" and
"scientific" classroom observation with aspects of collegial coaching, rational planning, and a
flexible, inquiry-based concern with student learning. In 1969 Robert Goldhammer proposed the
following five-stage process in clinical supervision: (1) a pre-observation conference between
supervisor and teacher concerning elements of the lesson to be observed; (2) classroom
observation; (3) a supervisor's analysis of notes from the observation, and planning for the post-
observation conference;(4) a post-observation conference between supervisor and teacher; and (5)
a supervisor's analysis of the post-observation conference. For many practitioners, these stages
were reduced to three: the pre-observation conference, the observation, and the post-observation
conference. Cogan insisted on a collegial relationship focused on the teacher's interest in improving
student learning, and on a nonjudgmental observation and inquiry process.
The initial practice of clinical supervision, however, soon had to accommodate perspectives
coming out of the post-Sputnik curriculum reforms of the 1960s that focused on the structures of
the academic disciplines. Shortly thereafter, perspectives generated by research on effective
schools and effective classrooms that purported to have discovered the basic steps to effective
teaching colonized the clinical supervision process. It was during this period that noted educator
Madeline Hunter adapted research findings from the psychology of learning and introduced what
was also to become a very popular, quasi-scientific approach to effective teaching in the 1970s and
1980s. These various understandings of curriculum and teaching were frequently superimposed on
the three-to five-stage process of clinical supervision and became normative for supervisors' work
with teachers. Nevertheless, in many academic circles the original dialogic and reflective process
of Cogan and Goldhammer continued as the preferred process of supervision. This original process
of supervision has been subsequently embraced by advocates of peer supervision and collegial-
teacher leadership through action research in classrooms. Despite the obvious appeal of clinical
supervision in its various forms, it is time-consuming and labor-intensive, rendering it impossible
to use on any regular basis given the large number of teachers that supervisors are expected to
supervise (in addition to their other administrative responsibilities).
Recognizing the time restraints of practicing supervisors, and wanting to honor the need to promote
the growth of teachers, Thomas Sergiovanni and Robert Starratt suggested, in 1998, the creation of
a supervisory system with multiple processes of supervision, including summative evaluation. Such
a system would not require the direct involvement of a formal supervisor for every teacher every
year. 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).
The once-a-cycle formal evaluation would require evidence of professional growth. Sergiovanni
and Starratt also attempted to open the work of supervision to intentional involvement with the
schoolwide renewal agenda, thus placing all stimuli toward professional growth–including the
supervisory system–within that larger context.
Through the effective supervision of instruction, overseers can strengthen and improve teaching
practices that will contribute to improved student learning. By expertly examining performance and
appropriate data, administrators can provide meaningful feedback and direction to teachers that can
have a profound effect on the learning that occurs in each classroom. Because student learning is
the primary function of the schools, the effective supervision of instruction is one of the most
critical functions of the administrator. If schools are to provide equal access to quality educational
programs for all students, administrators must hold teachers accountable for providing an
appropriate and well-planned program. These programs include a variety of teaching strategies
designed to meet the diverse needs of all students in our complex society.
Roles and Responsibilities of Supervisors
Since supervision is an activity that is part of so many different roles, a few distinctions are in
order. First, there are university-based supervisors of undergraduate students in teacher education
programs who supervise the activities of novice teachers. Next, a principal or assistant principal
may be said to conduct general supervision–as distinct from the more specific, subject-matter
supervision conducted by a high school department chair. Other professional personnel involved in
supervisory roles include cluster coordinators, lead teachers, mentors, peer coaches and peer
supervisors, curriculum specialists, project directors, trainers, program evaluators, and district
office administrators. Unfortunately, these professionals, more often than not, carry on their
supervisory work without having any professional preparation for it, finding by trial and error what
seems to work for them.
Principals not only supervise teachers, but also monitor the work of counselors, librarians, health
personnel, secretaries, custodians, bus drivers, and other staff who work in or around the school.
This work requires as much diplomacy, sensitivity, and humanity as the supervision of teachers,
although it tends to be neglected entirely in the literature. In their everyday contact with students,
all of these support personnel may teach multiple, important lessons about the integrity of various
kinds of work, about civility and etiquette, and about basic social behavior.
Principals and assistant principals also supervise the work and the behavior of students in the
school. As the relationships between students become more governed by legal restrictions–
including definitions of racial, ethnic, and sexual harassment, of due process, of privacy and free
speech rights–and as the incidents of physical violence, bullying, carrying of weapons to school,
and the extreme cases of students killing other students increase, this aspect of supervision
becomes increasingly complex. Many system and local school administrators have developed a
comprehensive system of low visibility, and restrained, security-oriented supervision that
anticipates various responses to inappropriate behavior. Unfortunately, many have not attended to
the corresponding need to build a nurturing system of pastoral supervision that sets guidelines for
the adults in the school in order for them to build sensitive relationships of trust, care, support, and
compassion with the students. This more pastoral approach to student supervision will lessen,
though not eliminate, the need for other security-conscious types of supervision.
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.
Working with groups of teachers in a collaborative effort to improve student learning.
Working with groups of teachers to adapt the local curriculum to the needs and abilities of diverse
groups of students, while at the same time bringing the local curriculum in line with state and
national standards.
Relating teachers' efforts to improve their teaching to the larger goals of schoolwide improvement
in the service of quality learning for all children.
With the involvement of state departments of education in monitoring school improvement efforts,
supervisory responsibilities have increasingly encompassed the tasks at the higher end of this list.
In turn, these responsibilities involve supervisors in much more complex, collaborative, and
develop-mental efforts with teachers, rather than with the more strictly inspectorial responsibilities
of an earlier time.
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. Unfortunately, in many
districts test results have led to an almost vitriolic public blaming of teachers.
Another trend has been toward a significant involvement of teachers in peer supervision and
program development. In the literature, these developments are often included in the larger theme
of teacher leadership. Along with this trend comes an increasing differentiation in the available
options by which teacher supervision may be conducted, thus leaving the more formal assessment
for experienced teachers to once every four or five years. Whatever form supervision takes, it has
been substantially influenced by the focus on student learning (and on the test performances that
demonstrate this learning), and by the need to make sure that attention is given to the learning of all
students. Thus, the supervisory episode tends to focus more on an analysis of teaching activity only
in relation to, rather than independent of, evidence of student learning.
This focus on student learning in supervision is further influenced by the trend to highlight the
learning of previously underserved students, namely those with special needs and consistently low-
performing students. Supervisors and teachers are expected to take responsibility for high quality
learning for all students, a responsibility that necessarily changes how they approach their work
together. Finally, all of these trends are combined in the large trend of focusing on schoolwide
renewal. This means attending not only to instructional and curriculum issues, but also to structural
and cultural issues that impede student learning.
There are a variety of issues in the field of supervision that need resolution–or at least significant
attention. To confront the large agenda of school renewal (in which schools are required to respond
to state-imposed curriculum standards or guidelines), systems of supervision at the state level, the
district level, and the school level need to coordinate goals and priorities. The politics of school
renewal tend to lend a punitive, judgmental edge to supervision at the state level, and to some
degree at the district level, and that impression poisons supervision at the school level. Test-driven
accountability policies, and the one-dimensional rhetoric with which they are expressed, need to
take into account the extraordinarily complex realities of classrooms and neighborhood
communities, as well as the traditionally underresourced support systems that are needed to
develop the in-school capacity to carry out the renewal agenda. If state and district policies call for
quality learning for all students, then schools have to provide adequate opportunities for all
students to learn the curriculum on which they will be tested. Supervisors are caught in a crossfire.
On the one hand, parents and teachers complain that a variety of enriched learning opportunities for
children who have not had an opportunity to learn the curriculum are not available; on the other,
district and state administrators complain about poor achievement scores on high-stakes tests,
while ignoring the resources needed to bring the schools into compliance with reform policies.
Another issue needing attention is the divide between those supervisors who accept a functionalist,
decontextualized, and oversimplified realist view of knowledge as something to be delivered, and
those who approach knowledge as something to be actively constructed and performed by learners
in realistic contexts–and as something whose integrity implies a moral as well as a cognitive
appropriation. Assumptions about the nature of knowledge and its appropriation, often unspoken,
substantially affect how supervisors and teachers approach student learning and teaching protocols.
This is an issue about which all players in the drama of schooling will only gradually reach some
kind of consensus. A related issue concerns the degree to which schools and classrooms will
accommodate cultural, class, gender, racial, and intellectual diversity. Supervisors cannot ignore
the implications of these necessary accommodations for the work of teaching and curriculum
development.
Perhaps the biggest controversy in the field is whether supervision as a field of professional and
academic inquiry and of relatively unified normative principles will continue to exist as a
discernable field. More than a few scholars and practitioners have suggested that supervisory roles
and responsibilities should be subsumed under various other administrative and professional roles.
For example, principals, acting as "instructional leaders," could simply include a concern for
quality learning and teaching under the rubric of instructional leadership and eliminate the use of
the word supervision from their vocabulary. Similarly, teacher leaders could engage in collegial
inquiry or action research focused on improving student learning and teaching strategies, and
similarly eliminate the use of the word supervision from their vocabulary–terms like mentoring,
coaching, professional development, and curriculum development could instead be used.
Many professors whose academic specialization has been devoted to research and publication in
the field of supervision oppose this relinquishing of the concept of supervision, not only because of
the vitality of its history, but also because of the fact that the legal and bureaucratic requirements
for supervision will surely remain in place. Having a discernible, professional field of supervision,
they contend, will prevent the bureaucratic and legal practice of supervision from becoming a
formalistic, evaluative ritual. Keeping the professional growth and development aspect of
supervision in dynamic tension with the evaluative side of supervision can best be served, they
maintain, by retaining a discernible and robust field of scholarship that attends to this balance.
These trends, issues, and controversies will likely keep the field of supervision in a state of
dynamic development. However, a lack of attention to the implications of these issues will most
certainly cause the field to atrophy and drift to the irrelevant fringes of the schooling enterprise. (
https://education. stateuniversity.com/pages/2472/Supervision-Instruction.html
)See also: MENTORING; PRINCIPAL, SCHOOL; SCHOOL REFORM; TEACHER
EVALUATION, subentries on METHODS, OVERVIEW.
The supervision of instruction is by design a developmental process with the main purpose of
improving the instructional program, generally and teaching, specifically. Only when this process
is carefully planned and executed can success be guaranteed.
The supervisory function is best utilized as a continuous process rather than one that responds only
to personnel problems. Administrators with supervisory responsibility have the opportunity to have
tremendous influence on the school program and help ensure the benefits of a strong program of
instruction for children.
POST TEST
A. What is the primary objective of supervision of instruction?
Answer: The primary objective for the supervisor is to help teachers develop and
improve their instructional skills. The role of helper ranges from providing direct assistance
by listening to teachers as they think through their instructional sequence.

B. Differentiate the different supervisory approaches that may be used to improve classroom
instruction indicating the common elements.
 Answer : A good supervisor is able to adequately support the supervisee in decision-
making" help them with their professional development" provide a supportive environment
and above all “guarantee the best service to supervise through best practice guidance.

According to Hesse (1968) below are some ideas of conducting ongoing formal assessment:

I. Early in the relationship" the supervisor outlines how the supervisee will be
evaluated" by what standards" and how and when this information will be given to
the supervisee as well as to third parties.
II. The supervisor employs methods of direct observation of the supervisee/s teaching
process.
III. The supervisor provides the supervisee with fair and ongoing performance
assessments and evaluations" including the supervisee/s strengths and limitations.
IV. The supervisor assesses the supervisee for impairment" blind spots" and other
limitations.
V. Result of assessment should lead supervisees toward improvement and motivation.

C. Describe the problem areas for novice teachers?

D. Why it is necessary to addres the needs for novice teachres?
TOPIC: Chapter IV
Education of classroom instruction
DATE: July 8 ( Monday ), 10 ( Wednesday ) , 12 ( Friday ) 2019
5:00-8:00pm
Room 201, OCI New Building
REFLECTION:
This chapter gives an overview of Education of classroom instruction.
Curriculum and instruction are the meat of the educational process. Real change in education
comes with changes in the content that teachers teach and students learn, and in the instructional
methods that teachers use. Both curriculum and instruction in turn are shaped by expectations
about the kinds of educational outcomes that students should manifest by the time they graduate
from high school.
Standards-based reform has been built around a specific set of assumptions about curriculum and
instruction, embodied in the content and performance standards that are central to the reforms.
Special education, for its part, has been built around a set of assumptions about valued post-school
outcomes, curricula, and instruction that reflect the diversity of students with disabilities and their
educational needs. Whether students with disabilities will participate successfully in standards-
based reform will depend largely on the degree of alignment between these two sets of
assumptions.
Instruction is vital for education, as it is the transfer of learning from one person to another. Any
time you are given directions or told how to do something you are receiving instruction. The noun
instruction is related to the word structure; both share the Latin root structus, "built." The use of the
word as we know it today appeared in the early 15th century from the Old French. Today it refers
to the action of teaching and the job of a teacher. It can also be used to denote the directions
themselves. Consider the word's connection with structure: effective instruction is presented in an
orderly, structured manner. ( https://www. vocabulary.com/dictionary/instruction )
The classroom is a dynamic environment, bringing together students from different backgrounds
with various abilities and personalities. Being an effective teacher therefore requires the
implementation of creative and innovative teaching strategies in order to meet students’ individual
needs.
Whether you’ve been teaching two months or twenty years, it can be difficult to know which
teaching strategies will work best with your students. As a teacher there is no ‘one size fits all’
solution, so here is a range of effective teaching strategies you can use to inspire your classroom
practice. ( https:// www. quizalize.com/blog/2018/02/23/teaching-strategies/ )
What does "monitoring student learning" involve? The American Heritage dictionary defines
monitoring as KEEPING WATCH OVER; SUPERVISING and also gives another more specific
meaning: TO SCRUTINIZE OR CHECK SYSTEMATICALLY WITH A VIEW TO
COLLECTING CERTAIN SPECIFIED CATEGORIES OF DATA. As the term is used in
educational settings, monitoring takes in both these meanings and is closely connected with the
related functions of record keeping, reporting, and decision making.
POST TEST
A. What makes a teacher competent?
Answer : A competent teacher is a leader who wins the hearts and minds of the
students. Such a teacher sees the value in developing and working with others, including
parents and colleagues, and actively seeks out opportunities for professional collaboration
within and beyond the school. Exceptional teachers bring passion for their subject and a
love of learning to their classroom. They want to make a difference in their student's lives.
They connect with their students.
B. Why is evaluation important in the teaching and learning process?
Answer : Evaluation plays an enormous role in the teaching-learning process. It helps
teachers and learners to improve teaching and learning. Evaluation is a continuous process
and a periodic exercise. It helps in forming the values of judgement, educational status, or
achievement of student. In education how much a child has succeeded in his aims, can only
be determined through evaluation. Thus there is a close relationship between evaluation and
aims. Education is considered as an investment in human beings in terms of development of
human resources, skills, motivation, knowledge and the like. Evaluation helps to build an
educational programme, assess its achievements and improve upon its effectiveness.

It serves as an in-built monitor within the programme to review the progress in learning
from time to time. It also provides valuable feedback on the design and the implementation
of the programme. Thus, evaluation plays a significant role in any educational programme.
TOPIC: Chapter V
Staff development
DATE: July 15 ( Monday ), 17 ( Wednesday ) , 19 ( Friday ) 2019
5:00-8:00pm
Room 201, OCI New Building
REFLECTION:
This chapter gives an overview about Staff development. This study recommends a variety of staff
training programs. It recommends that organizations implement a development plan for each
employee. It provides an example of a career development plan for an employee.
Staff development refers to all the policies, practices, and procedures used to develop the
knowledge, skills, and competencies of staff to improve the effectiveness and efficiency both of the
individual and the University.
The Staff Development Program (SDP) supports employee development by providing partial or
full reimbursement of the cost of courses, seminars and workshops that enable employees to
improve performance in current jobs, prepare for career development, or meet requirements of
degree programs related to current performance or planned career development. The SDP consists
of two parts: Staff Training Assistance Program (STAP) for job related or career enhancing courses
and seminars and Staff Tuition Reimbursement Program (STRP) providing partial to full tuition
payment for individuals enrolled in a degree program. See Educational Assistance Programs for
additional information. (https://adminguide.stanford.edu/chapter-2/subchapter-1/policy-2-1-12)
Continuing professional development is a reflective activity that helps people to improve their
knowledge, understanding and skills. It supports people's needs and improves professional practice.
To be effective, CPD needs to: relate directly to people's needs.
According to the literature, the importance of comprehensive training and development
opportunities for faculty and staff who work with developmental students cannot be overestimated.
Programs with a strong professional development component have been shown to yield better
student retention rates and better student performance in developmental courses than those without
such an emphasis (Boylan, Bonham, Claxton, and Bliss, 1992). Furthermore, analysis has
demonstrated that specific training is one of the leading variables contributing to the success of a
variety of components of developmental education, including tutoring, advising, and instruction.
Boylan goes so far as to state that, “no matter what component of developmental education was
being studied, an emphasis on training and professional development improved its outcomes”
(Boylan, 2002, 46).
Effective practices include:
1) Administrators support and encourage faculty development in basic skills, and the
improvement of teaching and learning is connected to the institutional mission.
2) The faculty play a primary role in needs assessment, planning, and implementation of staff
development programs and activities in support of basic skills programs.
3) Staff development programs are structured and appropriately supported to sustain them as
ongoing efforts related to institutional goals for the improvement of teaching and learning.
4) Staff development opportunities are flexible, varied, and responsive to developmental needs
of individual faculty, diverse student populations, and coordinated programs/services.
5) Faculty development is clearly connected to intrinsic and extrinsic faculty reward
structures.
When a supervisor recommends that an employee participate in a particular development
program (leadership or otherwise), the employee should be pleased. Why? Because the
supervisor is indicating how much he/she values the employee -- enough to invest resources
(money) to help the employee further develop his/her skills.
Development programs come in all shapes and sizes. In some professions, continuing education
courses are required to maintain a specific professional/technical license. Examples include real
estate brokers, physical therapists, financial advisers, and insurance agents. There are also
occupation-specific refresher courses. Examples include association and chamber of commerce
executives, diesel mechanics, travel agents, information technology people, and public
relations/communications specialists. Personal self-improvement education courses are also
available, and they can have a big impact on the individual in his/her work setting as well as in
the family/home setting. In a perfect world with no financial impediments or time constraints,
all employees would receive as much training and professional development as they could
consume. In the real world, however, the ‘needs’ of the employer, as opposed to the ‘wants’ of
the employee, drive these kinds of training programs. It is, after all, in the best interest of the
employer to provide quality education (formal or informal, personal or professional) in
quantities sufficient to meet the employer’s needs as well as the interests of the employee.
POST TEST
A. How important is a staff development to you as teacher and as future instructional leader?
Answer: Teacher professional development is a key component in creating an
effective learning environment for young children. ... Professional development is
extremely important as it gives teachers the opportunity to self-reflect and develop traits
allowing them to lead successful classrooms.
TOPIC: Chapter VI
Legal concerns
DATE: July 22 ( Monday ), 24 ( Wednesday ) , 26 ( Friday ) 2019
5:00-8:00pm
Room 201, OCI New Building
REFLECTION:
This chapter teaches learners the Legal concerns hounding school administrators and teachers in
the discharge of their duties and functions.
In recent years school administrators and classroom practitioners have had to provide an increasing
range of specialist services to their school communities. Such services require sophisticated
knowledge, understanding and skills; all being provided against a backdrop of heightened
accountability being demanded of professionals generally. In this regard, recent research shows
that school communities expect their administrators and teachers to be experts in all matters
affecting the school from the moment of their first appointment. The management of the many
legal matters that impact on school policies and practices, is one area where educators are expected
to have, from the outset, specialist knowledge and skills. It is questionable, however, whether from
their pre-or in-service education and training, that educators are professionally equipped to manage
the increasing range of legal matters facing schools. This article examines the implications for the
professional development of educators that arise out of the growing impact that the law has on
school policies and practices. (Journal of In-service Education, Vol. 25, No. 1, 1999)
Holly & Southworth (1993, pp. 3-4) maintain that schools as learning organizations possess the
following characteristics:
x there is a focus on students and their learning;
x encouragement is given to individual teachers to be learners;
x encouragement is given to collaborative learning among staff;
x the school is perceived as a learning institution;
x the head of the school is the head learner.
Bound up with this perspective of leadership in a learning organization, is the expectation that
organizations will clarify their purpose, establish their shared vision and mission, and set
achievable goals in their endeavors to reach that vision. The professional development of those in
the organization should, therefore, be bound up with these goals. Couzens & Couzens (1995) note
in this regard that building a learning organization entails focusing people on goals to be reached
and continuous improvement in reaching these goals. Thus, there is an established link between the
vision, mission and purpose of an organization and the professional development of those within it.
Such developments also point to the shared responsibility of the system and the local
administration to provide the necessary professional development geared to meet the needs of those
at the coal face. In the school setting this relates to the classroom practitioner and the local school
administrator; the principal or headmaster.
A professional career can be altered with an improper, split-second decision of a school official.
Front-line school principals, assistant principals and learning directors as well as teachers must
make hundreds of decisions concerning students on a daily basis. Just one wrong action can result
in a costly court battle. The late John W. Nicoll wrote in his book So You Want to Be a School
Administrator, that administrators and "wanna be" administrators must stay up to date with what is
happening with the courts and laws as they pertain to running the schools. With our society
becoming more and more litigious, and with America having more lawyers per capita than
any other country in the world, lawyers are all looking to sue or defend someone. Every action the
administrator takes may easily result in litigation (Nicoll 2003).
Legal activism has found a place in our educational system. Today, there are not only more
lawsuits against educators, there are more diverse types of lawsuits aimed at our educational
leadership. The best protection is preventative action. Shoop and Dunklee write in their book
Anatomy of a Lawsuit, that educators are vulnerable because, like doctors, we deal with our most
precious asset, our children. The authors go on to say, as with the medical profession, we are never
far removed from the shadow of the courthouse (Shoop & Dunklee, 2006).
Some of the more common pitfalls facing today’s educational administrators and teachers as well,
are in loco parentis, suspension and expulsion, student searches, and sexual harassment. The
remainder of this paper will focus on these as well as other issues. The conclusion will offer
suggestions for the avoidance of litigation.

The key for administrators is to provide students or teachers with notice of the charges brought
against them and be provided with a chance to present his or her side of the dispute.
POST TEST
A. Are there some rights and responsibilities of an administrator not mentioned in this chapter?
Answer: A school administrator job description is not complete without discussing
the various duties of a school administrator. These professionals at the elementary, middle,
and high school levels oversee teachers and school staff, as well as help to discipline
children. Other school administrator responsibilities may include:

1) Developing class schedules

2) Ensuring curriculum standards are met
3) Providing professional development opportunities for teachers
4) Monitoring student success with test results and other data
5) Overseeing the school budget
6) Coordinating school security
7) Communicating with parents as needed
8) Hiring new staff members
School administrators oversee the daily operations of a school. These administrators may include
positions like principals and assistant principals. The role of administrator in school may depend on
various factors, such as the size of the school and whether the school is public or private, but in
general they help create a safe learning environment for students.
There are also postsecondary education administrators that typically specialize in a particular area,
such as admissions or student affairs. The job duties of postsecondary education administrators
typically vary based on the area in which they work. For example, professionals in admissions may
help determine which students to admit into their institution, while administrators in student affairs
may advise students and help plan student activities. Other postsecondary education administrators
include those working in the registrar's office or as academic deans and provosts.
B. If you were given the chance to be an Administrator, what do you think are the other
approach to the newly hired teacher?
Answer: Many teacher education programs recognize the need for training in the area
of classroom management, but most principals agree that few programs give enough focus
to so major a component of teacher success.

I feel that it is critical to let young teachers know that their success is mostly going to be
determined by things that cannot be measured by a standardized test. My opinion is that an
educator’s success cannot only be measured quantitatively. There are too many factors that
determine the educational outcome of kids. In a world with standardized tests and teacher
evaluations, it is so important for administrators to let their new teachers know this as they
enter the classroom.
TOPIC: Chapter VII
Organizational structure
DATE: July 29 ( Monday ), July 31 ( Wednesday ) , August 2 (
Friday ) 2019
5:00-8:00pm
Room 201, OCI New Building
REFLECTION:
The typically hierarchical arrangement of lines of authority, communications, rights and duties of
an organization. Organizational structure determines how the roles, power and responsibilities are
assigned, controlled, and coordinated, and how information flows between the different levels of
management.
A structure depends on the organization's objectives and strategy. In a centralized structure, the top
layer of management has most of the decision-making power and has tight control over
departments and divisions. In a decentralized structure, the decision making power is distributed
and the departments and divisions may have different degrees of independence.( Read more:
http://www.businessdictionary.com/definition/organizational-structure.html )
POST TEST
A. Describe the following key concepts:
1) Deped rationalization program
Answer: Continuous improvement in the delivery of public service entails the
Department of Education (DepED) to review the implementation of the DepED
Rationalization Program to be led by the DepED Central Office through the Office
of the Undersecretary for Administration (OUA) and Bureau of Human Resource
and Organizational Development (BHROD). Basically, organizational alignment is
one of three (3) major strategies of the DepED towards organizational excellence for
2018 to 2022. Organizational alignment considers the review of the DepED
Rationalization Program Implementation and the development of an integrated
proposal to the Department of Budget Management (DBM) aimed at aligning the
purpose, process, and people towards service excellence.

DepED Rationalization Program

Series of activities were conducted since 2005 as shown in the timeline. In 2005,
Executive Order No. 366 was issued which requires for the formulation of the
rationalization plan. DepED submitted its first Rationalization Plan Proposal to the
DBM. In 2011 and 2012, the Rationalization Plan was revisited by the Change
Management Team (CMT). Consultations were conducted on the proposal using
2005’s Approved Budget Ceiling. In 2013, the Rationalization Plan was submitted
to DBM for approval. On same year, Republic Act No. 10533, otherwise known as
the Enhanced Basic Education Act (K to12 law) took effect.

The five-year implementation of the DepED Rationalization Program started from

2014 to 2018. In 2014 (Year 1), the DepED prepared for actions to those affected
employees and released of Notice of Organization Staffing and Compensation
Actions (NOSCAs). For 2015 (Year 2), the DepED undergone transition to
rationalized structure specifically the ROs and SDOs transition, appointments, and
drafting of office functions and job descriptions. Transition to new administration
took place in 2016 (Year 3). From 2017 to 2018, DepED ensured organizational
strengthening through team formation, alignment to Basic Education M&E
Framework, Compendium of Office Functions and Job Descriptions Version 2, and
Establishment of Quality Management System (QMS).

From 2019 to 2022, the DepED aims for a modern, professional, pro-active, nimble
and nurturing institution through organizational alignment. The first National
Consultation on Program Implementation and Inter-Office Coordination on
November 7-8, 2018 at St. Giles Hotel, Makati City marked the beginning of this
organizational alignment which was also participated by Dr. Jutchel L. Nayra,
among others. Definitely, subsequent activities will be conducted on the succeeding
years.

Organizational Alignment

Organizational alignment requires the review of the DepED Rationalization

Program Implementation consistent to the Executive Order No. 366, s. 2004 and the
Rightsizing the National Government Act of 2017.

Executive Order No. 366, s. 2004 (Directing a Strategic Review of the Operations
and Organizations of the Executive Branch and Providing Options and Incentives
for Government Employees who may be Affected by the Rationalization of the
Functions and Agencies of the Executive Branch) requires improving the quality
and efficiency of government services delivery by eliminating/minimizing overlaps
and duplication, and improving agency performance through the rationalization of
service delivery and support system, and organization structure and staffing.
According to the BHROD (2018), there is a need to upgrade DepED due to these
reasons: (1) SDOs vary in the number of enrollees, teachers, schools, and school
districts, the criteria used for determining their size classification; (2) data last used
for classifying the SDOs as small, medium, large, and very large was in SY 2012-
2013, prior to the implementation of the Senior High School Program and the
Rationalization Plan for DepED; and, (3) thirty (30) SDOs have grown in size,
particularly due to the increase in enrollment brought about by a shift to the K to 12
curriculum and the inclusion of Head Teachers (HTs), Principals, and Guidance
Counselors (GC) in the number of teachers.

The DepED needs to adhere to the policies provided in the Rightsizing the National
Government Act of 2017 to improve public service delivery. President Rodrigo R.
Duterte gave emphasis on the rightsizing of the government by which he stated that
“Even so, we cannot deny that there is fat in government that we must trim. The
government bureaucracy must be lean, clean, and nimble to address the people’s
urgent needs.” The reason why there is a need in rightsizing the national
government is to address government dysfunctions specifically to: (1) agencies with
redundant, duplicating or overlapping functions; (2) agencies that have outlived
 their purpose; and, (3) agency functions that could be better undertaken by the
private sector or devolved to LGUs. The rightsizing program is about improving
effectiveness and efficiency in government service and ensuring a function-based
approach. It is not about forced retirement or separation of personnel and early
retirement program.

Organizational alignment enables the DepED to align its organizational purpose,

process (system) and people towards performance excellence. The purpose covers
the office functions and Key Result Areas (KRAs), Directions/Plans and Budget,
Outputs/Programs/Services, and Monitoring and Evaluation (M&E). The process
include standards, work process, operating mechanism, and Citizen’s Charter. The
people focuses on job descriptions, job competencies, workload distribution, and
Performance Management System. The review include organizational structure and
staffing alignment of all offices.

The organizational alignment process flow include (1) office alignment and review,
(2) organization review committee validation, (3) Executive Committee Approval,
(4) DBM Submission, and (5) Interface with DBM by the ExeCom Portfolio
Manager and BHROD. The considerations in the proposal to DBM are: (1)
evidence-based justification, (2) functions and job descriptions, (3) supporting the
agency’s mandates and directions, (4) process improvements and enhancements, (5)
staff modification, (6) source of funds, (7) timeframe of creation, (8) comparison to
other positions in DepED, and (9) comparison to other agencies. The Department
aims to come up with an integrated proposal that is guided by these principles (1)
benefits to the schools, (2) think the entire DepED, (3) realistic and workable
proposal, (4) consider the non-negotiables, (5) think long term, think beyond 2022,
and (6) more solutions.

Strategic review of the DepED Rationalization Program is an aligning approach of

the Department in terms of its purpose, process, and people towards organizational
excellence. The convergence of the governance levels, positive values of the DepED
officials and employees, and unified support of the stakeholders will contribute to
the success of the strategic review and coming up of an integrated proposal to DBM.
The technical expertise of the employees from the field offices in the Department
will also be tapped by the COs to work on the review and alignment of the
organizational structure, systems, and staffing. The transformational process is quite
challenging but certainly would be a rewarding opportunity.( DR. JUTCHEL L.
NAYRA Administrative Officer V )

2) Diocesan schools
Answer: Catholic schools are those run by the diocesan Catholic Department
of Education; some independent schools are owned and run by Catholic religious
orders. ... As with other classes of non-government schools in Australia, Catholic
schools receive funding from the Commonwealth Government.

3) Local school board

Answer: School board members are locally elected public officials entrusted
with governing a community's public schools. The role of the school board is to
ensure that school districts are responsive to the values, beliefs and priorities of their
communities.

The municipal school board shall be composed of the municipal mayor and the
district supervisor of schools as co-chairmen; the chairman of the education
committee of the sangguniang bayan, the municipal treasurer, the representative of
the pederasyon ng mga sangguniang kabataan in the sangguniang bayan, the duly
elected president of the municipal federation of parents-teachers associations, the
duly elected representative of the teachers’ organizations in the municipality, and
the duly elected representative of the non-academic personnel of public schools in
the city, as members;

(1) The Department of Education, Culture and Sports shall designate the co-
chairman for the provincial and city school boards; and

(2) The division superintendent of schools shall designate the district supervisor
who shall serve as co-chairman of the municipal school board.

(d) The performance of the duties and responsibilities of the abovementioned

officials in their respective local school boards shall not be delegated.

Functions of Local School Boards.

The Municipal school board shall:

(a) Determine, in accordance with the criteria set by the Department of Education,
Culture and Sports, the annual supplementary budgetary needs for the operation and
maintenance of public schools within the province, city or municipality, as the case
may be, and the supplementary local cost of meeting such needs, which shall be
reflected in the form of an annual school board budget corresponding to its share in
the proceeds of the special levy on real property constituting the Special Education
fund and such other sources of revenue as this Code and other laws or ordinances
may provide;

(b) Authorize the provincial, city or municipal treasurer, as the case may be, to
disburse funds from the Special Education fund pursuant to the budget prepared and
in accordance with existing rules and regulations;

(c) Serve as an advisory committee to the sanggunian concerned on educational

matters such as, but not limited to, the necessity for and the uses of local
appropriations for educational purposes; and

(d) Recommend changes in the names of public schools within the territorial
jurisdiction of the local government unit for enactment by the sanggunian
concerned.

The Department of Education, Culture and Sports shall consult the local school
board on the appointment of division superintendents, district supervisors, school
principals, and other school officials.
 Meetings and Quorum; Budget.

(a) The local school board shall meet at least once a month or as often as may be
necessary.

(b) Any of the co-chairmen may call a meeting. A majority of all its members shall
constitute a quorum. However, when both co-chairmen are present in a meeting, the
local chief executive concerned, as a matter of protocol, shall be given preference to
preside over the meeting. The division superintendent, city superintendent or
district supervisor, as the case may be, shall prepare the budget of the school board
concerned. Such budget shall be supported by programs, projects, and activities of
the school board for the ensuing fiscal year. The affirmative vote of the majority of
all its members shall be necessary to approve the budget.

(c) The annual school board budget shall give priority to the following:
(1) Construction, repair, and maintenance of school buildings and other facilities of
public elementary and secondary schools;
(2) Establishment and maintenance of extension classes where necessary; and
(3) Sports activities at the division, district, municipal, and barangay levels.

4) Barrio school
Answer: Neighborhood public schools are the school assigned to all nearby
children of a certain grade level and are free. ... Hence we assign children to schools
based in the place they live, and their physical proximity to a school
There are two essential drivers of the practicality of a local neighborhood public
school.

First, schools tend to hover around a certain size range, and don't tend to grow either
much larger or much smaller (i.e. plus or minus an order of magnitude). There has
been a lot of research in the area of school size, and it seems to indicate an idea size
of no less than two and no more then four classes per grade, assuming that it's
possible to provide the necessary programs within those parameters.

However, without going into a long discussion about school size, here we stipulate
that economies of scale will drive a school to not be too small, but that factor will
wane after a certain level and other factors (e.g. geography, community) will take
over as the decisive factor in determining school size.

Second, in the present state of human technology, the physical proximity of things
largely drives their practicality. Hence we assign children to schools based in the
place they live, and their physical proximity to a school. This is modulated by
another purely practical factor, which is human governance: city and district
boundaries. It might be further modulated by other practical factors such as roads
and transportation and so forth.

Put these factors together, one after another, and you have the basis of a
neighborhood school. It should first be sized appropriately, which in turn drives its
 geographical scope. If the local student population exceeds its appropriate
attendance, a new school should be built based on the same two general factors
above. If a school's attendance shrinks, it can be combined with another school
according to the same principles.

Within the primary and secondary factors determining the attendance you will not
find choice as a factor. Advocates of "choice" rightly consider the neighborhood
school model the antithesis of what they support.

Thus a neighborhood school is by definition a reflection of it's local community. A

charter school (or any form of "choice school") on the other hand, is a reflection of
individual choices. Hence we community reformers believe that strengthening the
community around a neighborhood school will strengthen the school, and
weakening that community (by, for instance, introducing charter schools which strip
neighborhood schools of funding and the most engaged students and parents) will
weaken neighborhood public schools.
( http://strongerschools. blogspot.com/ 2013/03/what-is-neighborhood-school.html )

5) Superintendency in catholic schools

Answer:

The Diocesan Superintendent of Catholic Schools is appointed by the Diocesan

Bishop. The Superintendent shall be responsible to the Diocesan Bishop and to the
Diocesan School Board for the implementation of its policies in the diocese. This
includes establishing and maintaining an orderly plan for preserving and making
accessible the policies and regulations adopted by the Diocesan School Board to all
pastors with schools, principals, teachers, and parish school advisory commissions.
The Superintendent shall be responsible for reporting to the Diocesan Bishop and to
the Diocesan School Board on the operation and status of the Catholic school
system. The Catholic School District shall be under the direction of the
Superintendent who shall have responsibility for the administration and supervision
of education in the schools of the diocese.
The major duties and responsibilities of the Superintendent of Catholic Schools are
as follows:
1. Collaboratively build a vision for Catholic education in Catholic schools in the
Diocese.
2. Assist pastors in their efforts to support Catholic schools by finding and providing
needed resources.
3. Implement Diocesan policy, and interpret policy and regulations for schools.
4. Work closely with the Diocesan Bishop, Chancellor, Priests Council, Diocesan
Pastoral Council, Office of Lay Personnel, and other diocesan agencies in
representing Catholic school concerns of the Diocese.
5. Work with school administrators to enhance the Catholic nature of educational
programs, including spiritual development, in Catholic schools in the Diocese.
6. Oversee the Office of Catholic Educational Personnel and Conflict Resolution
Procedures for educational personnel.
7. Have an overall responsibility for Financial Aid Scholarship funds and subsidy
for Catholic schools.
8. Take a leadership role in the solicitation of funds for Catholic schools.
9. Approve all principal applicants for elementary schools and be responsible for
final selection of secondary school principals.
10. Provide professional leadership by collaboratively developing goals and
objectives for the Catholic School District and overseeing their implementation and
evaluation through regular staff meetings.
11. Directly supervise the work of the District’s staff.
12. Prepare the District’s budget and be held responsible for the financial operation
of the District.
13. Oversee the development of effective communication within the office and with
the schools and various public groups.
14. Be responsible for all District reports.
15. Serve as the Executive Secretary for the Diocesan School Board, recommend
policies, implement Board policies, and report on the state of education in Catholic
schools in the Diocese as well as national trends in Catholic education.
16. Work collaboratively with the Principals’ Collaborative Team and Curriculum
Collaborative Team, plan staff development, workshops and retreat experiences for
principals and teachers.
17. Work with administrators to form an active faith community of students, faculty
and supporting organizations.
18. Provide training for building principals and other administrators as deemed
appropriate.
19. Organize periodic pastor meetings.
20. Act as a resource for planning new elementary and secondary schools.
21. Assume the responsibility for the complete oversight of elementary schools
determined by the Bishop.
22. Oversee efforts to restore stability to schools in financial trouble.
23. Interpret New York state and federal laws which apply to Catholic schools and
the Catholic School District.
24. Provide liaison and advocacy activities with major agencies affecting Catholic
school education within the Diocese including the public school districts.
25. Serve as spokesperson to the media representing the Catholic Schools in the
Diocese and the Catholic School District.
26. Work with the Catholic School Administrators Association of New York State
to represent the District.
27. Perform other duties as needed to ensure the smooth operation of the Catholic
School Department.
 OSIAS COLLEGES, INC.
Mc Arthur Highway Cor. F. Tanedo St., San Nicolas, Tarlac City www.osiascollegesinc.com

REFLECTION PAPER IN ADMINISTRATION AND

SUPERVISION
(MAED)

SUBMITTED BY:
DIONA D. MACASAQUIT

SUBMITTED TO:
DR. ALELI M. CATACUTAN

GRADUATE SCHOOL SUMMER OF 2019