University of Northeastern Philippines

Iriga City
School of Graduate Studies

Name: FRANCIA S. ZUNIGA

Course: MASTER OF ARTS IN EDUCATION
Major in Administration and Supervision
Subject: EDUCATION 204-Supervision of Instruction
Professor: DR. ELENA C. PRAXIDES
Permit No.: 2210

MIDTERM EXAMINATION

I. Describe the following:

1.  Supervision is a process of facilitating the professional growth of a teacher, primarily by

giving the teacher feedback about classroom interactions and helping the teacher make
use of the feedback in order to make teaching more effective.
Educational Supervision means an all-out effort of the school officials directed
towards providing leadership to teachers and other educational workers for the
improvement of institution. It involves both human and material elements. The human
elements are the pupils, parents, teachers and other employees, the community and other
officials of the state. On the material side money, building, equipment, playgrounds etc.
are included. Besides these, the curriculum, methods and techniques of teaching also
come under the scope of supervision.

2. Supervision of Instruction/Instructional supervision is the work of ensuring the

implementation of the educational mission of a school by overseeing, equipping, and

empowering teachers to provide meaningful learning experiences for students. This
important work requires facilitating collaborative strategic planning that involves all
stakeholder, including parents, board members, teachers, administrative staff and support
staff. During this strategic planning, S.M.A.R.T. goals (specific, measurable, attainable,
results-oriented, timely) should be developed. Then, professional support and training that
aligns with the clearly identified S.M.A.R.T. goals should be implemented. An instructional
supervisor should conduct frequent observations of classroom instruction and provide
feedback about instructional practices and its impact on students. A strong instructional
supervisor will not only look for teacher evidence of best practice but also for student
 evidence of best practice. For example, an instructional supervisor might note that the
teacher is implementing the best practice of organizing students into small groups for
collaborative work, but if those students are conversing about an off-task topic, the groups
are ineffective.
Instructional supervision is a constant process that aims at improving
teaching by providing needed services to teachers. Improving teaching is a complex
process in which many elements should interact. Teachers are at the center of this
improvement process. Their acceptance of instructional supervision and interaction
with instructional supervisors provide the catalyst for any supervisory success. 
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.

3. Scientific principle of Supervision

The first supervisor will be the Principal Investigator of the research group in

which the doctoral researcher carries out his or her research work. The second

supervisor will come from a different discipline in order to encourage interdisciplinary

work. Both supervisors will advise the doctoral student in his or her research project.

Where applicable, the scientific mentoring committee will also have a third supervisor

who can be a post-doc or young group leader assisting the doctoral researcher on a

day-to-day basis in the laboratory.

The scientific supervision will be a central part of the BSMS as it will help the

PhD students to structure their projects jointly with their supervisors from an early

time point in their studies, allows them to discuss and address any problems that

may arise and provides them with a detailed working plan of their project to enable

them to complete their work in time.

4. Cooperative Principle
 Dewey once said, “A society which makes provision for participation in the good of

all its members on equal terms and which secures flexible judgment of its

institutions through interaction of the different forms of associated life is so far as

democratic.” Thus, the principle of cooperation is the basis of democratic

administration.The school is considered as a cooperative society in which every

member should work for all and all for each. Full understanding and goodwill

should prevail between the headmaster and the teachers, between staff and

students, between parents and school, and between school and controlling

authorities. A cooperative spirit must be reflected in every activity of the school.

Regarding the principle of cooperation, Ryburn writes, “The pupils of the school, if

they are to develop the characteristic of cooperativeness must live when in school, in

a society which in a practical way provides a living example of cooperation. The

running of a school is not a one man’s job. It needs the working of many hands and

heads. Therefore, persons concerned with the process of school administration,

must follow the principle of cooperation.

5. Creative Principle

It is the ability to create or innovate something new, the skill to create something

new from nothing. It is also the generation of new and innovative ideas or a

unique application of old ideas. Adapting, combining, application of existing

ideas also require creativity.

6. Preventive supervision

is supervision that is carried out before the activity takes place, and this

supervision can be used as early prevention of the possibility of deviations from the

budget. With preventive supervision, the budget that has been set can be effectively
 monitored, its use by calculations, and there will be no more wasted funds that are not

fully absorbed so that the budget that has been set will be realized and controlled

according to what has been determined.

7. Constructive criticism is a type of critique that an individual can apply to their behavior

to make meaningful, positive changes. Typically, those in supervisory positions aim to

provide actionable criticism that encourages their employees to learn from their mistakes

and excel in future projects .It is feedback that provides specific, actionable suggestions.

Rather than providing general advice, constructive criticism gives specific

recommendations on how to make positive improvements. Constructive criticism is clear, to

the point and easy to put into action.

B. Dimension of Supervision

1. Instructional Leadership Dimension

Instructional leadership is a model of school leadership in which a principal

works alongside teachers to provide support and guidance in establishing best

practices in teaching. The goal of instructional leadership is for the principal to

work closely with teachers in order to increase student achievement.

2. Curricular supervision-
The supervision of a developed curriculum is usually part and parcel of the
implementation process. A curriculum has to be adequately supervised to ensure
that its content is properly delivered. Most curricula that fail are often a result of poor
supervision.

3. Human relations covers all types of interactions among people — their conflicts,

cooperative efforts, and group relationships. It is the study of why our beliefs, attitudes

and behaviors sometimes cause interpersonal conflict in our personal lives and in
 work-related situations. Human relations is an important part to our career success. It

is defined as relations with or between people, particularly in a workplace setting.

Because a company depends on good human relations through its organizational

structure, developing these skills is important.

II. Compare and differentiate the following:

1. Administration from Supervision :

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. The

administrator is responsible for the supervisor while the supervisor answers to the

administrator. Supervisor is the work maintainer and processor if any employee had a

problem issue so they consult with supervisor then the supervisor report to

administrator and try to clear the problem , supervisor is the responsible for employee

and administrator is the responsible for all. administration involves follow up set

procedures and processes in a system and supervision involves to watching over those

in the administration or any type of worker, administration is what runs a school but

also looks up to a supervisor.

Supervision means overseeing the performance of a person or a group. It consists of

developing skills and acknowledge of the employed workers. Supervision  means to

check the performance of workers and to guide them accordingly. As compared to

administration is used to implement the policies, rules and techniques passed by

management. .
 2. Democratic from autocratic principle of supervision

. Autocratic or Authoritarian supervision: Under this type, the supervisor

wields absolute power and wants complete obedience from his subordinates. He wants
everything to be done strictly according to his instructions and never likes any
intervention from his subordinates. This type of supervision is resorted to tackle
indiscipline subordinates. While Democratic supervision: Under this type, supervisor
acts according to the mutual consent and discussion or in other words he consults
subordinates in the process of decision making. This is also known as participative or
consultative supervision. Subordinates are encouraged to give suggestions, take
initiative and exercise free judgment. This results in job satisfaction and improved
morale of employees.
Autocratic leadership also called as monothetic leadership, is one of the
styles, which encompasses centralization of the decision-making power. In autocratic
leadership, the leader directs the subordinates regarding what is to be done and how
is to be done. On the other extreme, the Democratic leadership is one that gives the
subordinates equal chance of participating in the decision-making process as to what is
to be done and how it is to be done.

Autocratic leadership is one wherein a line of demarcation exists between the leader
and his followers and all the decisions are taken by leader solely while Democratic
leadership alludes to a type of leadership in which the leader shares decision making
power and other responsibilities with the group members.

III. Effective leadership is the ability to successfully influence and support a team or
group of people. It's important to point out there's much more to effective leadership
than just delegating from the top. A great leader is also a great negotiator.

An ineffective leader is a person in a supervisory role or position who may not

successfully fulfill the guidance or teaching expectations of their job. Someone may be
an ineffective leader because they could not spend enough time with a mentor or
complete enough training before ascending to their authoritative role.
.
1.1 Inspection

An inspection is a task or assessment of fault-finding and fact-finding in many

job settings. An inspectorate system may be implemented to carry out inspection roles
and responsibilities. The system’s duty would be to continually assess the standard
and quality of education provided to learners. It will, among others, inspect how
teachers deliver education, and how are the objectives of the national department
achieved.
Inspectors in any job setting could be tasked with the roles to ensure that work
is done effectively and perfectly. The inspection may be scheduled on a time-to-time
basis whereas supervision, on the other hand, is oftentimes continuous.
Inspection finds faults or facts. It ensures that standards, rules, laws or
regulations are being followed. Supervision gives oversight to subordinates to ensure
that they execute the tasks assigned. Inspection is applied on scheduled time frames or
per complaints. Supervision is applied continuously because supervisors are oftentimes
present at the workplace. Supervisors carry out supervision while inspectors carry out
inspections. Inspectors do not necessarily inspect subordinates while supervisors
supervise their subordinates. Supervisors give orders. Inspectors may give
recommendations to senior managers who may improve the standards or enforce
compliance.

1.2 Research

Supervisor supports to produce research of the highest quality. They provide

professional advice and guidance throughout candidature. Supervisors' role is to guide
through higher degree by research program and usually involves: offering advice in
field of study and providing direction for in research setting milestones and monitoring
your progress providing feedback, encouragement and support.

1.3 Training

The supervisor is the first person who is considered when a new employee needs
to learn the job or when an employee is struggling to improve performance in the job.
Employees also often turn to the supervisor to ask about personnel policies. Progressive
employees might ask about the organization's culture. The supervisor is responsible to
ensure that training occurs, and might do the training themselves or arrange it through
a subject matter expert. Training could be done in a variety of ways ranging from
ongoing on-the-job advice to participating in a formal, systematic training program.

1.4 Guidance

Supervisors provide ongoing guidance and support to their employees in a

variety of ways to suit the nature and needs of both the supervisor and employees.
Good leadership involves providing the right context for each employee to motivate
themselves.

1.5 Evaluation
 Supervision coordinates the efforts and activities that increase student
achievement, and evaluations determine accountability to the culture towards that end.

IV. Discuss the following:

1. An ideal supervisor

A supervisor is a manager who closely oversees a small group or department of

employees. Being a supervisor means overseeing the daily activities of those
employees and helping guide them through their responsibilities.

Being a good supervisor is an important part of maintaining productivity and

morale among staff. Individuals who are successful in this role often possess both
interpersonal and management skills, plus an approachable, confident and
supportive personality. A great supervisor is one who strives to continually learn,
build upon their strengths and identify any areas of weakness in which to improve.

2. Why is good communication is important in supervision of instruction?

Communication can often be overlooked and good communication skills can be
easily assumed. If there is a lack of effective communication within an organization it
can potentially affect every process. Every aspect and function of an organization relies
on communication in some form. A supervisor must realize that only by ensuring
effective communication can they have the proper expectations from their employees.
Employees must receive adequate instruction, understand what their responsibility
contains, and never feel as if they cannot talk to their supervisor. Supervisors and
employees should be able to share information openly and always be certain that a
message has been understood. A supervisor must also be able to receive and fully
understand messages from upper management as well as every member of the
organization. Communication skills should develop as a top priority since they are
interrelated to every aspect of an organization. Minimizing barriers and being conscious
of them is essential to good communication. This paper stresses the value and
significance that effective communication has in the workplace.

3. As a principal, which is a more important consideration to you? Task or

human relation? Why?

I’ll still consider human relations. The study and understanding of human relations
can help us in our workplace, and as a result, assist us in achieving career success.
The better our human relations, the more likely we are to grow both professionally
and personally. Knowing how to get along with others, resolve workplace conflict,
manage relationships, communicate well, and make good decisions are all skills.

4. Why is reflective practice important in supervision?

Effective teachers continually reflect on and improve, the way they do things, but
reflection is not a natural process for all teachers. Some teachers think that the toolkit
is enough.
 Reflective practitioners take an inquiry stance in that they actively search for
understanding, and are always open to further investigation.

It is important, therefore, for teachers to continually update and expand their

professional knowledge base and to improve or revise their practices so as to meet
the learning needs of their increasingly diverse students… The ever-changing
knowledge base in our society means that a teaching force that uses yesterday’s
professional knowledge to prepare today’s students for tomorrow’s society can no
longer be tolerated.

It helps teachers to become aware of their underlying beliefs and assumptions

about learning and teaching. It helps teachers promote a positive learning
environment. It allows teachers to consciously develop a repertoire of relevant and
context-specific strategies and techniques.