Republic of the Philippines

State Universities and Colleges

Guimaras State University
Mc Lain, Buenavista, Guimaras
GRADUATE SCHOOL

ED. 216 – ADVANCED SCHOOL ADMINISTRATION

& SUPERVISION

MA. MAXY J. YANGUAS, PhD

Professor
JANE N. FALALIMPA CATHYRINE M. LARA

FLORENCE THERECE T. FASOMINGO

Objectives:
At the end of the report, we should be able to:
1. Know the principles to be considered in
observing the teaching-learning situation.
2. Discuss the classroom visits in observing the
teaching-learning situations.
3. Identify the different classroom observations.
Pre-Test
Direction: Choose the letter of the correct answer.
1. Calls for a democratic classroom visitation.
A. Classroom Visitation
B. Modern Visitation
C. Authoritative Visitation
D. Democratic Visitation

2. Should indicate special procedure as to the methods of

time schedule, and personnel involved, but sufficiently flexible
to permit readjustments and replanning as the situation may
change.
A. Supervisory Procedure
B. Supervisory Aims
C. Criteria for Evaluation
D. Follow-up Work
3. The grounds for identifying good teaching practices
must be indicated.
A. Weaknesses of the teacher
B. Good Points of the teacher
C. Suggestions
D. Supplementary Questions

4. The total growth and development of the child can be

realized best through the use of democratic process.
A. Child Growth
B. Democratic Teaching Procedure
C. The Philippine Educational Aims
D. Good Teaching and Learning
5. This type of visitation will create an
atmosphere of confusion and put the
teacher in emotional tension.
A. Schedule Visit
B. Unscheduled Visit
C. Invitational Visit
D. Length of Visit

6. It should be given only after sufficient and

careful reflection.
A. Importance of constructive approach
B. Observation is not an isolation
C. Too much expectation
D. Danger of premature evaluation
7. It can be accomplished through conference, informal
letter, circular, and memorandum.
A. Child Growth
B. Follow-up Work
C. Criteria of Evaluation
D. Democratic Teaching Procedure

8. Classroom observation must be child-centered rather

than teacher-centered.
A. Too much expectation
B. Danger of premature evaluation
C. Importance of constructive approach
D. Too much attention in teaching
9. The result of classroom observation should be positive,
preventive, and constructive.
A. Too much attention in teaching
B. Danger of premature evaluation
C. Importance of constructive approach
D. Too much expectation

10. Aim primarily to help the teacher solve the pedagogical

problems and to help him grow, and thereby also help the
pupil grow.
A. Classroom visitation
B. Modern visitation
C. Democratic visitation
D. Authoritative visitation
CLASSROOM VISITS IN
OBSERVING THE
TEACHING – LEARNING
SITUATION
 Classroom visitations provide us with a rare
opportunity to draw on the experience and
insight of our peers in order to become better
teachers. ... Later, when a more extended
meeting is possible, the observer ought to begin
by encouraging the teacher to give an account of
the class from his or her point of view.
 Classroom visitation considered as an essential part of
supervisory process.
 Modern visitation calls for a democratic classroom visitation.
 Authoritative visitation
- Aim seems to be to analyze the personality of the teachers
and to check on his method and technique in teaching, or to
tell the teacher for his/her weak points and how to remedy
them.
 Democratic Visitation
- Aim primarily to help the teacher solve the pedagogical
problems and to help him grow, and thereby also help the
pupil grow
o the role of the supervisor should be that of co-worker rather
than a judge.
o Democratic supervisor evaluates teachers only incidentally, as
he concentrates on helping them to help the pupils grow.
 
 
 Types and Lengths of Visit
 Scheduled
 Unscheduled
 Invitational
 

Unscheduled Type

Scheduled visit Invitational Type

Scheduled visit
 Too formal
 The teacher generally knows
well in advance of the
scheduled visit and purposes.
 It tends to disrupt the regular
schedule of the school creating
an irregular situation.
Unscheduled Type
 The supervisor come to the
classroom unannounced.
 It is very doubtful if the unannounced
visit which checks unwholesome
attitudes and lack of preparation is
desirable.
 This type of visitation will create an
atmosphere of confusion and put the
teacher in emotional tension.
Invitational Type
 It is one wherein the supervisor is
given a definite invitation to see a
classroom or an entire school for
certain purposes.
 The supervisor is evidently wanted
for the purpose of analyzing practices
and results.
 It shows a wholesome administrative
condition, and directs supervision
where it is needed.
Length of Visit
 The length of the visit most often determine by
the aim or purpose of the supervisor, the grade to
be observed, the size of the school to be visited,
the educational qualification and experience of the
teacher, and the physical and mental maturity of
the pupils to be observed.
 The number of visits to be made by the principal
or supervisor is conditioned by his teaching load
and administrative duties. The minimum length of
time of the principal should be at least forty
minutes.
Classroom visitation to be effective, must be made
more frequent so that his presence in the classroom
would be felt as a routinely one, and an everyday
activity of the class.
 Planning the Supervisory Observation 

 Through the effective supervision of instruction,

administrators can reinforce and enhance teaching
practices that will contribute to improved student
learning.
 By skillfully analyzing 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.
 Supervision of instruction must be built on the
observer's thorough understanding and in-depth
knowledge of instructional theory, not on a check list
of what should be in a lesson.
 Conferences throughout the year provide a to
communicate the evaluation of the teacher's
performance. Decisions shared during the conference
are based upon the data collected through
observations, review of documents, and interviews
that relate to the assessment and evaluation of the
teacher's ability to meet the requirements as
adopted by the local district governing board.
 Contents of Supervisory Plan
 

Supervisory
Procedure

Supervisory Aims Criteria of

Evaluation

Follow-up work
1.Supervisory Aims
 The plan must contain general
and specific supervisory aims
and purposes.
 The aims must be based on the
problems discovered in the
classroom through the use of
survey, actual classroom
observation, recorded reports of
the past supervisors, and
questionnaires.
 
2. Supervisory Procedure
 Should indicate special
procedure as to the methods of
time schedule, and personnel
involved, but sufficiently flexible
to permit readjustments and
replanning as the situation may
change.
 
3. Criteria for Evaluation
 Supervisory planning should make
provision for its own evaluation.
 The effectiveness of the procedure
utilized can be measured by the use
of criteria based on the principles of
good teaching and learning.
 Effectiveness of both teaching and
learning can also be estimated
through the measurement of the
qualities commonly associated with
success in teaching and learning.
4. Follow-up work
 The provision should be made for
follow-up work.
 Follow-up visit to aid in effecting
instructional improvement.
 Follow-up work can be accomplished
through conference, informal letter,
circular, and memorandum.
 
 Bases of classroom Observation
The following are the bases of classroom observation to be
taken into consideration by a supervisor:

1. The Philippine Educational Aims – educational aims

should be kept clearly in mind by school administrators and
supervisors. The aims of education serve as guideposts for the
educative process.
•The aim of education give school administrators and
supervisors a general idea of the type of citizens that the
country wants its school to produce; give the goals toward
which all educational efforts should be directed, determine the
curriculum and the kind of practices that shout permeate the
school system.
2. Child Growth – child development is the most
important objective of supervision. School should
provide conditions favorable to children’s growth, and
supervision therefore must be so organized and
administered as to make this growth possible. Teachers
and supervisors must study children to determine their
difficulties as well as their potentialities.
3.Good Teaching and Learning – the improvement
of teaching and learning is the fundamental aim of
supervision. The true function of teaching is to provide
the best stimuli so that the best learning may take
place. The quality of learning achieved by the pupil
related to the quality of teaching done by the teacher.
The test of effective learning is productive learning.
 To make teaching and learning more effective, the
supervisor must have a thorough knowledge of the
learning process and a broad knowledge of the
psychological principles. This concept is based on
the principle that teaching is effective when it
based on psychology of teaching.
 
4. Democratic Teaching Procedure – the total growth and
development of the child can be realized best through the use of
democratic process. Democratic teaching procedures are based on
democratic principles and practices. They provide pupils participation in
planning, carrying over, and evaluating classroom activities.
 Democratic teaching procedures stress individual worth and the
integrity of human personality, in which individual worth of integrity
of human personality, in their social relationship on a plane of mutual
respect, cooperation, tolerance, and fair play.
 Freedom of inquiry, development of self-responsibility, and the
development of individual personality, which are the keynotes of the
democratic philosophy are fundamental aims of democratic teaching.
 Democratic teaching recognizes and guarantees the general welfare
of the class, freedom of each member, the consent of the governed,
the rule of reason, the pursuit of happiness. It puts emphasis on the
development of thinking, initiative and responsibility.
 
 Some Cautions About Classroom Observation

1. Importance of constructive approach – The result of classroom

observation should be positive, preventive, and constructive. Observation
should be resented in the light of positive and constructed help and not in
the light that “Here I am, do something wrong.”
 Classroom should be done with the aim to help the teacher and the
pupils, or to promote good teaching and learning.
 
2. Danger of premature evaluation – evaluation should not be done or
given right away. It should be given only after sufficient and careful
reflection.
 The supervisor should be on guard against rash comment. An evaluation
without careful preparation is often harmful. Comments should on actual
facts.
 3. Observation is not an isolation – Classroom observation
should not be used as the only measure of evaluating teaching and
learning. Observation is only one of the activities of improving
teaching-learning situation. It should be correlated with other
procedures.
4. Too much expectation – the supervisor should not expect too
much from a single observation. One observation will not give us an
overall assessment of a teaching learning situation. Scientific
observation is based on facts. Likewise, the supervisor should not
expect too much from a new teacher and a poor class
5. Too much attention in teaching – Classroom observation
must be childcentered rather than teacher-centered. The
achievement of the pupil should be the criteria of classroom
observation. Poor achievement on the part of the pupils is not
always the result of poor teaching. Poor results may be due to
inherent factors – inexperience teacher, low mentality of the
pupils or lack of instructional materials. The supervisors should
analyze the possible causes of poor results.
 The teacher who are afraid of the supervisor’s presence
should not be visited at once. They may be visited but the
supervisors should refrain from taking notes.
 Efforts should be made to convince the new teacher not to
fear being observed.
 
 Observing the Classroom-Learning
Situation
 
What is classroom observation?
A process whereby a person sits in class session, records
the teacher’s teaching practices and student actions, and meets
with the teacher to discuss observation.
When the supervisor has made adequate preparation for the visit
to a classroom. He will enter the room with a clear understanding
of what they expect to stress in his observation. The entering and
living of the classroom by the supervisor should be in such a
manner as no to create an atmosphere of confusion and put
teacher and the pupils into emotional tension.
 Two important points involve in observing the
teacher and the pupils on the teaching-learning
situation at work
1. Observing carefully the classroom performance
2. Evaluating the performance observed
 
These two phrases of supervisory observation have little value
unless the observer assists in improving the teaching and the
learning processes.
 
 The job of the supervisor as he observes is to witness and analyze
the teaching-learning situation in which learning is taking place.
 The reason for witnessing the learning situation is to help to improve
the teaching and learning that is taking place.
 The result of classroom observation should be positive and
constructive. In other words, classroom observations must be
presented in the light of positive help to the teachers and the pupils.
 In the observation, the class period must be taken or
studied in totality.
 The supervisor should therefore, not leave the room
before the class period ends. The observer will surely miss
some aspects of the total teaching-learning situation
which needs improvement or corrections.
 The observations notes should be put in outline form, in a
form of an observation chart, or in the form of checklist.
 In observing new teacher, every precaution should be
taken to avoid making them feel uncomfortable, merely
because they prefer to
 
 Supervisor should:
 The supervisor should be frank at all times in his dealings
with the teachers.
 The supervisor must be dependable, enthusiastic,
courageous, and tolerant. He must not afraid to inspire
action in understanding which seem difficult.
 He must encourage the teacher to do independent
thinking and if their conclusion are not the same of his.
 Principles to be Considered in Observing
Teaching-Learning Situation
1. Supervisors should enter the classroom quietly and be seated in
a manner that will not distract the teacher and the class.
2. Supervisors must study the teacher and his teaching carefully
in order to be genuinely helpful.
-In studying the work, it is necessary to secure objective data,
after a careful analysis and interpretation of facts.
3. Supervisors must be professional enough while observing the
teacher.
Criticism might affect respect.
4. A request or permission is needed from the teacher if the
supervisor wishes to momentarily take charge of the class.
- Taking the class from the teacher must be done in a diplomatic
way in order not to hurt the feeling of the teacher.
 
5. Supervisors must preserve the impersonal, objective, and
scientific attitude during the period of observation and consultation.
Past issue: supervisor’s often lack of knowledge about the
subject matter observed results to teachers lack of interest on
improvement.
6. If there’s no solution to offer, supervisors must not criticize
the error of the teacher.
- Traditional way of teaching-learning observation magnifies
criticisms than solutions.
- Diagnostic vs punitive
7. Supervisors must know that democratic leadership must
be based on respect for the personality and opinion of the
teacher and the pupils.
Openness, on both sides, is desirable.
8. The supervisor must concentrate on one or two items at a
time.
9. The supervisor, in leaving the classroom, should avoid
disturbing the class.
10. The supervisor must keep visitation records.
- for follow up work (checking the results of agreement
made)
 Characteristics of a Good Supervisory Note
The form should contain the following:
1. Good points of the teacher
- The grounds for identifying good teaching practices must be
indicated.
2. Weakness of the teacher - on routine and teaching procedure
B.P.S. Form 178
- There should always be a humbling need to know one’s
weaknesses.
- “Only a few errors should be noted to avoid discouragement.
The supervisor should not direct all criticism in order not to
hurt the feeling of the teacher.”
3. Suggestions - solutions to errors or weaknesses should be
given in a form of suggestion, centered on the teaching-
learning problem.
4. Supplementary Questions - supervisors are allowed to do
this to stimulate analysis on the teaching-learning situation.
- Could this only come from the supervisor’s point of view?
 
 Principles to be Observed in Giving
Suggestion
• Give it with care.
• Let the recipient invite the feedback; get permission.
• Be specific about the behavior and your comments or questions.
• Speak for yourself only.
• Don't evaluate. The most useful feedback describes behaviors
without value labels such as "irresponsible", "unprofessional", or even
"good" and "bad". If the recipient asks you to make a judgment, be
sure to state clearly that this is your opinion.
• Help the receiver figure out how to act on your feedback.
Post-Test
Direction: Choose the letter of the correct answer.
1. It is considered as an essential part of supervisory process.
A. Classroom Visitation
B. Modern Visitation
C. Authoritative Visitation
D. Democratic Visitation

2. Effectiveness of both teaching and learning can also be

estimated through the measurement of the qualities
commonly associated with success in teaching and learning.
A. Supervisory Procedure
B. Supervisory Aims
C. Criteria for Evaluation
D. Follow-up Work
3. The grounds for identifying good teaching practices must
be indicated.
A. Weaknesses of the teacher
B. Good Points of the teacher
C. Suggestions
D. Supplementary Questions

4. The improvement of teaching and learning is the

fundamental aim of supervision.
A. Child Growth
B. Democratic Teaching Procedure
C. The Philippine Educational Aims
D. Good Teaching and Learning
5. Supervisors are allowed to do this to stimulate analysis
on the teaching-learning situation.
A. Classroom Visitation
B. Suggestions
C. Supplementary Questions
D. Scheduled Visit

6. It is one wherein the supervisor is given a definite

invitation to see a classroom or an entire school for certain
purposes.
A. Length of Visit
B. Invitational Type
C. Scheduled Visit
D. Supervisory Aims
7. Child development is the most important objective of
supervision.
A. Child Growth
B. Follow-up Work
C. Criteria of Evaluation
D. Democratic Teaching Procedure

8. The supervisor should not expect too much from a single

observation.
A. Too much expectation
B. Danger of premature evaluation
C. Importance of constructive approach
D. Too much attention in teaching
9. It tends to disrupt the regular schedule of the school
creating an irregular situation.
A. Unscheduled Type
B. Length of Visit
C. Scheduled Visit
D. Invitational Type

10. Aim seems to be to analyze the personality of the teachers

and to check on his method and technique in teaching, or to
tell the teacher for his/her weak points and how to remedy
them.
A. Classroom visitation
B. Modern visitation
C. Democratic visitation
D. Authoritative visitation
 THANK YOU!
KEEP SAFE AND
GOB BLESS!