Why Classroom

Supervision?
The quality of a SCHOOL is almost
directly proportionate to the quality of
classroom INSTRUCTION given in that
school;
The quality of classroom instruction
given in a school is very much dependent
upon the quality of the TEACHERS who
teach in that school;
The quality of performance of the
teachers in the classroom is often related

How can we improve

teachers performance
and the quality of
classroom teaching and
learning?

Whats happening inside the classroom?

What are students learning?
How are teachers teaching?
Should you enter or should you stay away?
What should you do once you enter?
How do you discover what is really going on
between teacher and students?

HISTORY OF SUPERVISION IN
THE PHILS. (RUIZ 1972)

1900 - 1924

Largely inspection and its chief purpose was

CONTROL. Supervision was conducted by
municipal, provincial officials or Local School
Board.

1925-1941

Shift in authority, from municipal officials to

academic supervisors. Emphasis was on
Specialization. Supervisors decided on what to
be taught to whom.

1946-1969

Supervision was described as democratic

process. Supervisors established greater rapport
with teachers and assisted them to improve
classroom performance.

1970 to present

Cogan and Gold hammer experimented with

Collaborative supervision and gave birth to a
process of
CLINICAL SUPERVISION.

CLINICAL
SUPERVISION
It can be defined as
the type of instructional
supervision which draws its
data
from
focused
observation of a previously
planned class and which
involves
face-to-face
interaction
between
supervisor/principal
and
teacher in order to improve
the quality of instruction.

Clinical Supervision is
more democratic,
more teachercentered and more
interactive since
content, time and
places are mutually

POST- CONFERENCE
EVALUATION
POST OBSERVATION
CONFERENCE WITH
THE TEACHER
ANALYZING AND
INTERPRETING THE
OBSERVATION AND
DETERMINING
CONFERENCE APPROACH

OBSERVATION OF
CLASSROOM
INSTRUCTION

PRE-OBSERVATION
CONFERENCE WITH THE
TEACHER

Step 1

a. Purposes of PreObservation
Conference

Preobservation
conference
1. Confirming and
with the
Nurturing the Teacherteacher
Supervisor Relationship
2.Fluency

3.Rehearsal
4.Revisions
5. Agreement

Step 1
Preobservation
conference
with the
teacher

b. The principal will

conduct a conference in
which the teacher will:

a. describe the lesson

to be observed.
b. describe what he
will be doing during
the lesson.

Step 1

c. Describe expected
Preobservation student behaviors.
conference
with the
d. Predict problems,
teacher
rough spots, weak
points, concerns,
etc.

e. Agree with
Prethe
observation
conference
observer
on
with the
teacher
the focus of
observation
Step 1

Step 1

f. Agree with the

observer
on
the
Preobservation schedule of the
observations and the
conference
lesson to be
with the
teacher
observed.
g. Agree upon the
observers role(What
will be observed and
what data will be
collected.)

Step 1
Preobservation
conference
with the
teacher

h.

Agree with
the observer
on the time
for post
observation
conference.

Step 1

c. Pre-observation Tool

Instructional
Supervision Form 1
Prescribed by DepED

Preobservation
According to Goldhammer,
conference during the pre-observation
with the
conference it would be helpful
for both teacher and observer to
teacher

anticipate
rough
spots
or
problem
areas during the pre-observation
conference but this is not
stipulated in IS Form 1.

Step 2

Supervisor observes
Observation
the class so that he
of Classroom
or she may analyze it
Instruction
with the teacher
afterward.
Todays data are
employed as a source
of tomorrows agenda
for supervision.

Step 2
Observatio
n of
Classroom
Instruction

TECHNIQUES

a. Observe in a
manner that
does not
interrupt
instruction.

TECHNIQUES
Step 2
b.
Record
data
Observatio
n of
as instruction
Classroom
takes place
Instruction
(selective
verbatim).

Step 2

Observatio
n of
Classroom
Instruction

TECHNIQUES
c. Record
what you
see or hear.

Step 2
Observatio
n of
Classroom
Instruction

TECHNIQUES

d. STAR
observation/
recording
recommended.

Step 2
Observatio
n of
Classroom
Instruction

TECHNIQUES
e. Do whatever is
possible to
make the
observation a
non-threatening
experience.

Step 3
Analyzing
and
Interpreting
the
Observation
and
Determining
Conference
Approach

PURPOSE:
1.Analysis makes
observational
data intelligible
and
manageable.

Step 3

Analyzing
and
Interpreting
the
Observation
and
Determining
Conference
Approach

PURPOSE:
2. Plan the management
of the supervision
conference to follow
that is, to determine
what issues to treat,
which data to cite,
what goals to aim for,
how to begin, where to
end, and who should
do what.

Step 3

Analyzing
and
Interpreting
the
Observation
and
Determining
Conference
Approach

The principal
leaves the
classroom with
the recorded
observations
and seeks
solitude in an
office or corner
to study the
information.

How to prepare
Analyzing
for the
and
conference?
Interpreting
the
a.From
selective
Observation
and
verbatim
Determining
recorded,
Conference
Approach
make a STAR.
Step 3

Step 3
Analyzing
and
Interpreting
the
Observation
and
Determining
Conference
Approach

How to prepare for

the conference?
b. Identify
behavior to be
maintained.
c. Identify
behavior to be
changed.

Step 3

Analyzing
and
Interpreting
the
Observation
and
Determining
Conference
Approach

How to prepare for the

conference?
d. Prepare strategies for
the post conference.
e. Be sure to identify
positive points.
f. It may be helpful to
have someone else
help analyze the data
if someone is
available.

Step
3
Analyzing

and
Interpreting
the
Observation
and
Determining
Conference
Approach

How to prepare for

the conference?
g. Analyze and
understand
todays teaching
in order to
modify
tomorrows
teaching.

Step 3

Analyzing
and
Interpreting
the
Observation
and
Determining
Conference
Approach

How to prepare for

the conference?

h. After analyzing
observational
data, make
decision about
how supervision
conference
should be
conducted.

Step 3

Analyzing
and
Interpreting
the
Observation
and
Determining
Conference
Approach

How to prepare
for the
conference?
i. Determine the
interpersonal
approach to use
with the teacher
in the post
conference.

Step 4

Post
-observatio
n
Conference
with the
teacher

Post Conference
- is where the
hard work of
supervision
bears fruit.
According to
Covey, it is the
win-win area.

Step 4

Post
-observatio
n
Conference
with the
teacher

Consider the
following:

1.Place
2.Time
3.Strategy
4.Attitude
5.Listening
6.Be positive

a. Establish rapport.
Step 4
b. Listen more and talk
Post
less.
-observatio
*Getting the teacher to
n
talk during the post
conference is an art.
Conference
* The more the teacher
with the
enters into the discussion,
teacher
analyzes the class
observed and begins to
criticize her/his own
performance, the better.

Step 4

Post
-observation
Conference
with the
teacher

c.

Assist the teacher

analyze the lesson by
asking questions like:
* Were the objectives
realized?
* What went well? What
were the indicators to
support your realization?
*What factors cause
some problem to arise?
* In what part of the
lesson did your pupils
find the difficulty? What
did you do to solve the
problem?

Step 4

Post
-observatio
n
Conference
with the
teacher

d. Provide positive
feedback to the teacher.
Point out the strengths
and commend teacher
for whatever innovation,
effective strategies
employed.
e. Do not tell teacher what
to do rather assist
him/her to realize what
could be done. Do away
with prescribing what to
do.
f. Finally plan for
improvement for next
visit.

Step 4
Post
-observati
on
Conferenc
e with the
teacher

Or Use Instructional
Supervision Form 2
Use approaches that
strengthen a
teachers capacity for greater
reflections, and self reliance in
making
improvements in classroom
teaching
and learning.
The post conference is held to
discuss the analysis of the
observation
and finally produce a plan for
instructional improvement.

Step 5
Post
Conference
Evaluation

Critique of previous four

steps.
There is not only
supervision of teaching but
also supervision of
supervision.
Time to review whether the
format and procedures from
pre-conference to postconference were
SATISFACTORY and whether
revisions might be needed
before repeating the
sequences.
Need not be a formal
session.

Step 5
Post
Conference
Evaluation

Can be a brief
discussion.

a. Between Teacher
and Principal
*What was valuable in
what we have been
doing?
*What was of little
value?
* What changes could
be suggested?

Step 5
Post
Conference
Evaluation

Can be a brief
discussion.
b. Between Principal
and Supervisor
A conference between
the principal and the
supervisor to assess the
conferencing skills used.
Analysis of the
supervisory conference
to improve supervisory
practices.

Step 5
Post
Conference
Evaluation

Indicate that
principal
and teacher
are both
involved in
the
improvemen
t efforts.

CRITERIONREFERENCED
INSTRUCTIONAL
SUPERVISION
STRATEGY
(CRISS)

Criterion-Referenced
Instructional Supervision
Strategy
* an alternative to :
-inspection,
-coercion,
-prescription
type
of
supervision
* CRISS is based on the
assumption
that
the
prime
reason why a teacher is in the
classroom is to effect desirable

Criterion-Referenced
Instructional Supervision
Strategy

The intended change in the learner

can be considered the criterion by
which the teacher can be assessed in
the adequacy of his efforts.

Criterion-Referenced
Instructional Supervision
Strategy

Focus of CRISS :
- is what happens to the learners as the
consequence of what the teacher does
CRISS is designed to help teachers
grow in:
- self-direction
- self-confidence
- professional maturity

In life what really

matters is NOT the
position you hold
but the SERVICE you
do for others,
whether you are a
leader or a mere
follower.