ISSUES IN

SUPERVISIO
N

Djoko Lelono
Erawati Widyastuti
Dewi Nolita Pohan
K e lo m p o k III S u p e rvisi & E va lu a si Pe n d id ika n
D o se n : D r. M u kh n e ri , M . Pd
Pro g ra m Pa sca sa rja n a U n ive rsita s N e g e ri Ja ka rta
 Issues In Supervision
1. Is supervision necessary?
2. For whom should supervision be provided?
3. Should the supervisor’s authority be based on expertise and
interpersonal relationships or on conferred status and
decision-making responsibilities?
4. Should the supervisor be an administrator?
5. Is supervision staff development?
6. Is supervision curriculum development?
7. Should supervisors work with groups of teachers or with
individual teachers?
8. Should supervision be carried out by supervision based in the
central office or in the individual schools?
9. Should the supervisor use a directive or nondirective
approach?
10.Should the supervisor represent management or the teachers
in collective bargaining?
11.Should school systems organize for supervision by employing
1. Is supervision necessary?
 Supervision can be
formulated as follows " with
refer to effort for giving of help
to teacher in the form of
Ye s No professional service given by
supervisor ( School supervisor,
headmaster, and other
builder) to increase quality of
process and result of learning
teachs. Because supervision or
construction of the teacher
more emphasizing atly is
construction of the teacher
also " Construction of teacher
professional" namely
construction which more
aimed at effort to improve
repair and increases ability of
teacher professional.
 2. For whom should
supervision be provided?

E ffe ctive In e ffe ctive E xp e rie n ce d In e xp e rie n ce d

 Division of visit type ( visit) by supervisor
based on experience of teacher teaches:

q u a lly o n e o f h e a d m a ste r d u ty a s co n stru ctio n d o n e g ive s g u

Observation done by headmaster o educator
energy especially teacher has characteristic
as follows:

 A. Supervision is given in the form of help ( do not
govern), so that initiative constantly within educator
energy hand

 B. Aspect supervised based on suggestion of teacher,
what studied with headmaster as supervisor to be
made agreement;

 C. Instrument and observation method is developed
together by teacher and headmaster;

 D. Discuss and interprets result of observation by
prioritizing interpretation of teacher;


 E. Supervision done in open situation in looks
in the face, and listening more supervisor
and answers question of teacher from at
giving suggestion and guidance;

 F. Supervision at least having three phases,
that is initial meeting, observation, and
feedback;

 G. Existence of reinforcement and feedback
from headmaster as supervisor to change
of behavior of teacher which are positive as
result of construction;

 H. Supervision is done on an ongoing basis to
increase a situation and breaks a problem.
3. Should the supervisor’s authority be based on expertise and
interpersonal relationships or on conferred status and
decision-making responsibilities?

E xp e rtise S ta tu s
4. Should the supervisor be an
administrator?

Ye s No
 5. Is supervision staff
development?
If su p e rviso n is a se rvice
designed to help
te a ch e rs b e co m e m o re
e ffe ctive so th a t a s a
re su lt th e ir stu d e n t s w ill
b e n e fit.
Ye s No T h e e m p h a sis h e re is :
a ttitu d e s, co m p e te n cie s,
kn o w le d g e s th a t
sta ff d e ve lo p m e n t is a n
im p o rta n t d o m a in o f e n h a n ce le a rn in g ,
su p e rvisio n p ro g ra m e ffe ctive n e ss,
p ro fe ssio n a la d e q u a cy.
( Leslee J. Bishop )

Many people equate staff development with in service

education
Staff development = in- Sum of all activities designed for
service education the purpose of improving,
expanding, renewing skills,
knowledge and abilities of staff
HARRISO


N
6. Is supervision curriculum development?

W h e n su p e rvisio n h e lp te a ch e rs
e ith e r in d ivid u a lly o r in g ro u p s to
m a ke d e cisio n s a b o u t p ro g ra m s
a s o p p o se d to m e th o d o lo g y , th e y
a re w o rkin g in th e d o m a in o f
cu rricu lu m d e ve lo p m e n t
Ye s No T h e y co n d u ct a cu rricu la r n e e d s
a sse ssm e n t, in vo lvin g stu d e n ts,
te a ch e rs, a d m in istra to rs, a n d
p a re n ts, th e y a re exe rtin g
cu rricu lu m le a d e rsh ip
W h o re je ct cu rricu lu m
d e ve lo p m e n t a s a d o m ia n o f
su p e rvisio n b e lie ve th a t stu d e n ts
w o u ld b e n e fit m o re if su p e rviso rs
w o rke d in a clin ica lse ttin g o n a
o n e -to - o n e b a sis w ith cla ssro o m
te a ch e rs
7. Should supervisors work with groups of teachers or with individual
teachers?

G ru p In d ivid u a ls
8. Should supervision be carried out by
supervision based in the central office or
in the individual schools?

C e n tra l In d ivid u a l
O ffice S ch o o l
 9. Should the supervisor use a directive
or nondirective approach?

• This issue raises

the question of
wheather the
D ire ctiv N o n d ire cti supervisor
e ve
sould adopt a
directive
approach or
indirect
approach in
working with
teachers
 10. Should the supervisor represent
management or the teachers in collective
bargaining?
• Through education

N
assosiation teacher are
making demands and
paking enough muscleto
force acquiscence to their
demands
Management Teacher 

• Most often concern about

administrative matters
such as salary,hiringand
dismissing amount of free
time, supervision of exstra
class activities.


• Supervisors should bridge

the gap between teacher
and administrasion
 11. Should school systems organize for
supervision by employing generalist or by
hiring specialist?
• This is one of the more
dificult issue to solve
• Both of types of supervision
are found through the
country
G e n e ra lists S p e cia lists • The generalist provide broad

,
unifyng supervision the
specialist can provide
narrow, in depth
supervision


•
Generals supervisor Specialist supervisor
• T h e sp e ciaislisansuexpert
The generalist p e rvisoat r h a s d e p th o f p re p a ra tio n a n d e xp e rie n ce in a p a rtic
teaching
K n o w m and know
o d e rn te h nwhat
iq u e s a n d la te st tre n d s in te a ch in g
constitutes
T h e sp e ciagood
list ca general
n h e lp a te a ch e r a p p ly te h n iq u e s o f e va lu a tio n to a p a rticu la
methods

• The generalist understand
Pe rso n n e lsp e cia list su p e rviso rs a re te a m le a d e r, g ra d e co o rd in a to rs, d e p a rt
learning theory, is conversant
 principles of evaluation
with
and

measurement,understandsthe
use of audio materials, has a
good background in resource
and materials, and know to
locate additional source
• Personnel generalist supervisors
are assistant superintendent
of curiculum and instruction,
director of instruction,
 summary
• Supervision is seen as a continuing and necesasry
service to teachers
• Supervisor can provide help to all teacher
weather they are experience or not
• Supervisor authority should be drived from
expertise and interpersonal relationships.
•
•
•