1. Presented by: Sadika Barweez
Supervision
Presented by:
Sadika Barweez

2. Supervision Definitions:
A dictionary of Education defines Supervision as :
Fill in the gaps with words given below :
" all efforts of designated officials towards providing
? to ? and other ? workers in the ? of instruction; involves the simulation of ? and
? of teachers, the ? and revision of educational ? ,materials of
? and methods of ? ; and the
? of instruction ."
leadership
teachers
educational
improvement
professional growth
development
selection
objectives
instruction
teaching
evaluation
evaluation /instruction /educational/improvement
professional growth / leadership /selection
teaching / development / teachers/ objectives

3. Supervision Definitions:
Supervision is a planned programme for the improvement of instruction ( Adams And Dicky )
Kimball Wills defines supervision as " an assistance in the development of teaching learning situation“
Burton and Bruectner have described it as :
"an expert technical service primarily aimed at studying and improving co-operatively all factors which affect child growth and development.'

4. Domains of Supervision
Match the domains given in the following table to their definitions :
No.
Domain
Definition 1
Community Relations 2
Staff Development 3
Planning and Change 4
Communication 5
Curriculum 6
Instructional Program
Establishing and maintaining open and productive relations between the school and its community.
Developing and facilitating meaningful opportunities for professional growth.
Initiating and implementing collaboratively developed strategies for continuous improvement.
Ensuring open and clear communication among individuals and groups through the organization.
Coordinating and integrating the process of curriculum development and implementation.
Supporting and coordinating efforts to improve the instructional program.

5. Observation and Conferencing
No.
Domain
Definition 7
Service to Teachers 8
Observation and Conferencing 9
Problem Solving and Decision Making 10
Research and Program Evaluation 11
Motivating and Organizing 12
Personal Development
Providing materials, resources, and
assistance to support teaching and learning.
Providing feedback to teachers based on classroom observation.
Using a variety of strategies to clarify and analyze problems and to make decisions.
Encouraging experimentation and assessing outcomes.
Helping people to develop a shared vision and achieve collective aims.
Recognizing and reflecting upon one’s personal and professional beliefs, abilities, and action.

6. The main roles of a supervisor
Keep the descriptions below in their correct columns :
Coordinator
Consultant
Group Leader
Evaluator
-assists groups in consensus building, in moving toward group
goals, and in perfecting the democratic process
-helps teachers find answers to curricular and instructional problems
-acts as a link between programs and people.
-renders service to both individual teachers and groups.
- seeks, identifies, and fosters leadership from within the group.
-should be a prime source of assistance to teachers wishing to
improve either their generic or specialized teaching skills
-knows the disparate pieces of the educational process and directs the actions of others to make the pieces blend.
-helps teachers evaluate their classroom performance.

7. The main roles of a supervisor
serves as a coordinator of programs, groups, materials, and
reports/ acts as a link between programs and people/ knows the disparate pieces of the educational process and directs the actions of others to make the pieces blend/ plans, arranges, evaluates /often conducts in-service programs with and for teachers.
Coordinator
renders service to both individual teachers and groups /may simply furnish necessary information and suggestions/ may help teachers define, set, and pursue goals/should be a prime source of assistance to teachers wishing to improve either their generic or specialized teaching skills.
Consultant
releases the potential of groups seeking to improve the curriculum, instruction, or themselves / assists groups in consensus building, in moving toward group goals, and in perfecting the democratic process /seeks, identifies, and fosters leadership from within the group.
Group Leader
provides assistance to teachers in evaluating instruction and curriculum/ helps teachers find answers to curricular and instructional problems/ helps teachers evaluate their classroom performance, assess their own strengths and weaknesses, and select means of overcoming their deficiencies.
Evaluator

8. Categories of Supervisory Behaviors
Listening
Clarifying
Encouraging
Reflecting
Presenting
Problem Solving
Negotiating
Directing
Standardizing
Reinforcing

9. Continuum of purposeful behaviors
Session 6: 21 slides
Continuum of purposeful behaviors

10. Collaborative Behavior
When to use it:
When teachers are functioning at a moderate developmental level
When the Supervisor and teacher are approximately at the same degree of expertise on the issue
The Supervisor and the teacher will be both involved in carrying out the solution
The Supervisor and the teacher are going to work on the solution together
Role of the Supervisor:
Listen to what the teacher’s perception is of the situation
Verify the teacher’s perception
See to it that the teacher understands the supervisor’s perception
Exchange suggestions for options for solving the problem
Accept conflict and reassure the teacher that disagreement is acceptable
Find an acceptable solution
Summarize the plan of action

11. Nondirective Behaviors
When to use it:
The teacher knows best that instructional changes need to be made
The teacher has the ability to think and act on their own
Role of the Supervisor:
Assists the teacher in the process of thinking through their actions
Keeps the teacher’s thinking focused on observation, problem identification, interpretations, and problem solving
All feedback given is intended to extend the teacher’s thinking

12. Directive Control
When to use it:
Teachers are functioning at a very low developmental level
Teachers lack the awareness, knowledge or insight to problem solve
Time is not of the essence and action needs to be taken quickly
Role of the Supervisor at this Phase:
Supervisor is to identify the problem
Supervisor comes up with the solution
Supervisor is completely responsible for resolving the issue and
the teachers are not.

13. Direct Informational
When to use it:
Teachers are functioning at a fairly low developmental level
Teachers are at a loss, confused or are inexperienced about an issue
The teacher feels and believes that the supervisor is credible and
will accept the advice and suggestions given
When time is short and quick actions need to be taken
Role of the Supervisor:
Identify the goal with the teacher
Identify the teacher’s point of view of the situation
Mentally come up with solutions meanwhile have the teacher
come up with solutions
Frame a final choice for the teacher with a detailed action plan to be taken
Reinforce by suggesting a follow up plan

14. Your Supervision Style
I- Authoritarian supervision
II- Laissez Faire supervision
III- Companionable supervision
IV- Synergistic supervision

15. Barriers to Good Supervision Possible Barriers to Good Supervision
How will I overcome these barriers
1. Lack of communication
2. Difficulties in confrontation
3. Lack of trust
4. Can’t give/take criticism
5. Close minded
6. Inconsistent
7. The need to be liked
8. Being too critical
9. Other

16. A Good Supervisor: Balances high productivity and morale
Is consistent with modeling expectations
Clearly communicates his or her leadership
and supervision style
Establishes clear goals for the members
Insists on frequent communication
Manages positively
Insists on accountability

17. Thank you