CB - Instructional Supervision

Pre 29-35
Instructional
Supervision:
Standards,
Procedures and
Tools
Basic Education Sector Reform Agenda
Instructional Supervision – TED – TWG Page 1

Teacher Education and Development –TWG
INSTRUCTIONAL
SUPERVISION
 DUTIES and RESPONSIBILITIES

 STANDARDS
 PROCESSES
 TOOLS

INSTRUCTIONAL SUPERVISON for PRACTITIONERS
1. Introduction
“ Supervision is the glue that holds a successful school together . . . a

process by which some persons or group of people is responsible for providing a link
between individual teacher’s needs and organizational goals that individuals within the
school can work in harmony toward their vision of what the school should be.”
Glickman, 1990”
Instructional supervision is a professional, continuous and cooperative

process for the improvement of instruction. It is characterized by guidance, assistance,
sharing of ideas, facilitation, or creation to help teachers improve learning situation and
quality of learning in the schools. It is hand holding for a professional colleague by a
supervisor or instructional leader who possesses superior knowledge and skills and who
work collaboratively in a school environment that nurtures the development of
professional learning community.
Thus, there is a clear need to develop connections between instructional

supervision and professional development. Reform initiatives like BESRA has provided
opportunities for teachers to become empowered in making professional decisions
regarding their professional development either individually and collaboratively with
peers and superiors in a school setting. Teachers have to continuously revisit and
reflect upon their teaching practices and competencies that need the social support,
professional and intellectual stimulation of colleagues and instructional leaders or
supervisors.
Since the colonial times, supervisory practices have continuously evolved as

a means of improving instruction which is responsive to the needs of the teachers and
learners. Approaches to supervision from the early years have shifted from inspectorial
to democratic; bureaucratic to participatory, and evaluative to supportive. This shift is
complementary to teacher empowerment, transformational leadership, collaboration
and collegiality.
With the international movement leaning towards standard-based

education, including high-stake testing to raise academic achievement, the call for
enhanced instructional supervision should be addressed. There is an urgent need for an
instructional supervision that encourages adherence to the prescribed curriculum
standards and teaching to standards In order to ensure higher pupil/student academic
performance.
Since the ultimate goal of supervision is the improvement of instruction as

a direct responsibility of the teachers there is a compelling necessity to develop
Standards, Processes and Tools for Instructional Supervision which will provide the
needed guidance and support to develop teacher instructional competence by
instructional leaders.

Instructional Supervision that Supports Teachers though the Professional Learning
Community
PROFESSIONAL LEARNING
COMMUNITY
DIRECTIVE COLLABORATIVE NON DIRCTIVE
Teacher Support *Mutual Trust * Accountability

INSTRUCTIONAL LEADERS SUPERVISION
The hallmark of an effective learning organization like the school is that

teachers are continually learning and working interdependently in a Professional
Learning Community to achieve a common goal and desired results for which members
hold themselves mutually accountable (Dufour, 2006)
Teachers as fundamental building blocks of the Professional Learning

Community bring together shared vision, common values of respect and caring,
professional growth and excellence as part of the school culture. Through cooperation,
collaboration and collegiality, teachers learn and work together, analyze, and reflect on
their professional practices in order to improve pupil/student learning.
It is this context that instructional supervision should eventually lead to

the establishment of Professional Learning Communities in every school. Such
supervision shall be anchored on principles of teacher support, mutual trust and
accountability. The different approaches of directive, collaborative and non-directive
supervision shall provide the strong pillars to support the Professional Learning
Community where the nurturance of the teachers by themselves as self-directed and
autonomous professional shall continue.

2. Duties and Responsibilities of Instructional Supervisors/ Leaders
Instructional supervisors or Instructional leaders are tasked to do

supervisory work, from whom teachers get immediate support for their professional
development. These instructional leaders maybe external or internal to school where
the teacher is teaching. External to the school, Instructional leaders include the
education supervisors and district supervisors while internal to the school include the
principal, department chairs, school heads, master teachers and the teacher leaders
themselves.
Individually, each has specific duty as embodied in their duties and
responsibilities but they have common tasks, that of instructional supervision. They may
differ in their areas of jurisdiction, but whether such responsibility is within the school.
The district, division or region, their main goal is to assist a teacher in improving
teaching.
3. Standards for Instructional Supervision
Standards for Instructional Supervision will serve as a guide to the entire

developmental process of supervision, the instructional leaders and the teacher who will
get the support. The standards comprehensively cover both the culture and the
processes of supervision in the context of the Philippine education. It has considered
global perspective as well as local cultural uniqueness which is truly Filipino and has
linked to the National Competency-Based Standards for Teachers (NCBTS). The
standards approached the historical development of supervision from inspectorial focus
to the current standard-based perspectives.
Instructional supervision is guided by ten standards with specific indicators.
1. Democratic Supervision
2. Collegiality and Collaboration
3. Professional Development and Teacher Support
4. Ethical Learning and Teaching
5. Inquiry and Reflective Teaching
6. Diversity of Teacher and learners
7. Clinical Supervision
8. Formative Teacher Evaluation
9. Curriculum Supervision
10. Teacher Action Research
3.1 Approaches and Procedure in Instructional Supervision
Approaches to Instructional Supervision
All teachers need differentiated support and assistance to improve

teaching and learning. Several time tested approaches to supervision can be
utilized to address the diversity of the supervisory need of teachers.

Directive Supervision whether intensive or informational may lend very well for
beginning and inexperienced teachers, experienced teachers who are having teaching
difficulties, and teachers who are performing well but need direct intensive guidance on
new innovations. Plan is either supervisor assigned or suggested.
On the other hand, collaborative supervision is appropriate in starting to

create a professional learning community, where individual teacher tries to be
responsible of each other’s professional growth. It promotes cooperative and collegial
learning, where the teacher and the supervisor mutually pan and work together as
equal.
Likewise, a non-directive supervision, would be most appropriate for

advanced and independent self-directed teachers who clearly have greater knowledge
and understanding of what they want to do. The supervisor’s role is to provide technical
resources, motivate and assist in the attainment of the plan.
The application of the three supervisory approaches shift from one to the
other according to need and the context of the teacher and the skill of the instructional
leader. Addressing the diversity of teachers needs requires flexibility and accountability
and professional growth for greater teacher autonomy and competence.
Anchored on the foundation of teacher support, mutual trust and

accountability, supervision of instructional leaders may utilize differentiated approaches
to ultimately build a Professional Learning Community in every school across the
country.
General Supervisory Program Procedure
To provide a clear developmental procedure, supervisory programs shall go

through three phases: Start Up, Build Up and with closure before Move-On.
Phase I – Start-Up includes establishing the specific purpose of the supervisory

activity. As a data-based teacher support, it will use either the information derived from
the results of the Teacher Strengths and Needs assessment (TSNA) and the Individual
Plan for Professional Development (IPPD) or from Department of Education directives in
the implementation of programs and projects. Phase I will also clarify whether the
purpose of the activity is Diagnostic or Formative Appraisal which is also a component of
the Competency-Based Performance Appraisal System for Teachers (CB-PAST), support
Intervention Visit, Follow up of Support Intervention or a Celebration Visit.
Phase II – Build-Up specifies the supervisory activities that may occur On-Site
(in the school) or Off-Site (if the support will be on-line or outside the school). The Build
Up follows three sub-phases which include Pre-Conference, Actual Support Activities
and Post-Conference.
Phase III – Closure and Move-On provide a temporary pause to conclude the
specific support intervention activity where most of the handholding ends and teacher
autonomy in the Professional Learning Community begins. The greater role of the
Professional Learning Community to continually provide support to each teacher
becomes more apparent in this phase. Phase III activities include Exit Conference,
Evaluation, Celebration and a smooth transition to the various activities of the
Professional Learning Community in the school.
4. Tools for Instructional Supervision
A supervisory tool or instrument accompanies a process or procedure. For

the different supervisory approaches there are common tools, however, specific tools
were developed for particular purposes. The CB-PAST Formative Appraisal Tool is being
utilized as Instructional Supervision Form 3. This links the instructional supervision
process as formative evaluation in the performance appraisal of the teachers.
The basic tools included are the following

 Instructional Supervision Form 1 – Pre-Observation Information
 Instructional Supervision Form 2 – Post-Observation Information
 Instructional Supervision Form 3 A,B,C – Teacher Observation Guide
 Instructional Supervision Form 4 – STAR Observation Technique
5. Instructional Supervision Support Intervention Strategies

 Job-Embedded Learning
 Study Groups
 Action Research
 Peer Coaching
 Mentoring
 Case Studies
 Conferencing
 Clinical Supervision
 Walkthrough

INSTRUCTIONAL SUPERVISION
PROFESSIONAL DEVELOPMENT AND TEACHER EVALUATION
coupled
with
Cycles of peer
Cycles of supervision directed/initiated supports
and
Pre-observation
Differentiated forms of
Conference
supervision
Teaching Observation
(collaborative, self-
Post-observation
directed)
Conference
Mentorin
S
group
Professional Development cl
Teacher Action Research
Individual Goal Self-directed learning
Setting Problem-based learning
(IPPD)
Job Embedded learning
and
TEACHER EVALUATION
NCBTS-TSNA
CB-PAST

7.0 INSTRUCTIONAL SUPERVISION SUPPORT INTERVENTION STRATEGIES
Changes are slowly occurring in the practice of professional teacher

development that continues to isolate learning for teachers from the work they do each
day. Rather than being focused on in-service training where teachers are released from
school work so they can participate in professional development activities, professional
development has become integrated into each day as teachers collaborate to plan, teach,
assess and analyze data about student performance.
Today’s professional development requires a shift from its more traditional

form of teacher pull-out programs or after school and summer learning to modality that
brings learning into the forefront of what teachers experiences each day in school. If
teacher learning continues to be separate from the work teachers do each day, most will
continue to view it as irrelevant, dissatisfying and disconnected from what they do in the
classroom. Bringing the professional development to the school means teachers lead
their own learning and use external learning opportunities to expand and extend their
learning.
At school, teachers work with one another and assess their own learning
based on their students’ classroom performance. Teachers will value opportunities to
focus collaboratively on their “real work”, teaching and learning. When teacher’s learning
aligns with the results they want for their students, they are far more likely to find the
learning experiences worthwhile.
This kind of professional development is characterized by a shift from activity

driven to results driven. From a consensus of opinion to research-based standards, and
from pull-out of teachers to job-embedded structures which is teacher driven, content-
specific pedagogy and focuses on student learning. Teachers learn in terms as a
professional learners in a learning community.
As a clear understanding the newer forms of professional development by

instructional leaders, instructional supervisors or specialist is needed to provide much
needed assistance and support for the teacher learning.
A. JOB-EMBEDDED LEARNING
A. Concept
Job-embedded learning refers to professional development that occurs
during course of one’s work, where daily access to necessary materials,
knowledge, and assistance are readily available.
B. Guiding Principle
 Teachers view daily experiences as opportunities for learning
 Teachers see themselves as leaders of learning
 Teachers act as facilitators of adult learning
 Teachers emphasize personal growth individually and collectively.

Types of Job-embedded Learning
1. STUDY GROUPS
A. Concept
A study group is a group of teachers interested in collegial study and action.
In school, study groups can meet to study and support one another as they design
curriculum and instruction innovations. It engages teachers in dialogue helping
them to make meaning of information and develop a shared understanding about
topics such as values, pedagogy and learning. It shall be conducted in the school
at least twice a month.
B. Purpose of Study Group

1. To design curriculum and instruction innovations.
2. To integrate a school’s practices and programs.
3. To study the latest research on teaching learning.
4. To monitor the impact of new practices on student and adult learning
5. To analyze and target a school-wide need.
C. Processes
1. Create a group of six to eight teachers (It can be grade-level team
analyzing student data and planning a course of action based on their
analysis or cross-departmental group studying the latest practices in
curriculum design and planning an integrated unit)
2. Plan regular schedule of meetings and venue in the school/district
convenient to all members.
3. Identify a trained leader who takes care of logistics for the meeting,
arrange for materials needed and assign responsibilities for the next
meeting (This can be done on rotation basis as to rotate leadership and
responsibility.)
4. Share understanding about topics on curriculum, instruction
innovations, best school’s practices and programs, latest research on
teaching and learning processes.
2. TEACHER ACTION RESEARCH
A. Concept
Action research is a process of asking important questions and looking
for answer from data in a methodical way. The questions are meaningful; that
is, the educator-researcher wants and needs to know the answer to the
questions, and the questions are closely connected to real work.
B. Guiding Principle
 Action research is practical and grounded in the day-to-day work of
the researcher.

 One way different from traditional or scientific research is that the
researcher is not removed from what is being studied, but rather is a
part of it.
 The research is modest, manageable and directly related to daily adult
and student work.
 Action research give teachers the skills they need to on the problems
specific to student learning need.
 By using careful research procedures, teacher-researchers can resolve
their own teaching challenges. They learn how to ask focusing
questions, define terms, collect relevant data, analyze data and obtain
meaningful results. The findings become immediately applicable to
individual situations, even if the data suggest more exploratory
research needs to be done; or suggest several possible options for
action.
C. Standards for Successful Supervision of Action Research
1. Use action research as one way of the variety of viable strategies to

improve instruction.
2. Use action research to create meaningful, on-going, and non-evaluative
instructional dialogue to improve teaching practice;
3. Promotes reflection and self-assessment throughout the action research
process.
4. Employs action research to enhance decision making by identifying and
solving critical problems;
5. Creates a system-wide mindset for improvement by incorporating action
research to instill a professional problem-solving ethos in the school;
6. Fosters action research as a means of promoting student achievement.
D. Steps and Procedure for Practical Action Research

1. Identify the research problem or question
2. Gather the necessary information to answer the question
3. Analyze and interpret the information that has been gathered
4. Develop a plan of action
3. PEER COACHING
A. Concept
It is professional development strategy that enables teachers to
consult with one another, discuss and share teaching practices that increase
student learning, observe one another’s classrooms, promote collegiality, and
support and help ensure quality teaching for all students.
B. Principle in Peer Coaching

Peer coaching relationship is built on confidentiality and trust in non-
threatening, secure environment in which teachers learn and grow together.

C. Processes or Steps in Peer Coaching
1. Two teachers (at times three or more) come together, share in
conversation about their teaching practices.
2. Request permission from the school head to observe each other’s classes.
3. Observe one another’s classrooms with the school head.
4. Reflect on and refine their practices.
4. MENTORING
A. Concept
It is a supervisory procedure where the instructional supervisor,
school head, master teacher or a teacher who is more skilled helps or guide
another teacher for professional growth.
B. Principle of Mentoring
The school head’s role in mentoring is a more of a teacher of
teachers or mentor. His/her task is not just to enable the teacher to reflect on
practice or to develop new understandings and ways of working but also to
teach in a more formal sense.
C. Processes or Procedure
1. Pre-lesson discussion
2. Observation
3. Collecting information
4. Post conference
5. CONFERENCING
A. Concept
It is follow conference between a school head and a teacher. It is an
important supervisory technique in the specific improvement of instruction. If
correctly employed, it gives each teacher the special help needed to become
proficient in self-analysis, self-appraisal and self-improvement.
B. Processes
1. Establish rapport with the teacher at the beginning of the conference
2. Make a general commendation of the lesson as a whole and specific
approval of specific aspects of the lesson.
3. Commend the teacher on his/her work.
4. Help build teacher’s confidence in his/her work.
5. Give constructive suggestions that will further help the teacher
improve his/her work.
C. Principle to Remember in Conferencing

Conferencing provides an excellent opportunity for the school head
and the teacher to define the subject discussed, to agree on the education

point of view, to recognize the need for improvement and to solve the
problem cooperatively.
7. WALKTHROUGHS
A. Concept
Classroom walkthroughs are brief and visits to classrooms throughout
the school, conducted on a frequent basis and informal or non-evaluative,
designed to collect patterns of data that can help members of the professional
learning community to continually improve their teaching practice.
ASCD, 2007
The classroom walkthrough is a process of visiting classrooms for a
short period of time of 5 – 15 minutes, where the instructional program is
observed, feedback is provided to teachers, students talk about what they are
doing, and data is gathered to inform curricular decisions.
Walker, 2005
B. Characteristics
 Informal and brief
 Involves the principal or any instructional leader or teacher.
 Quick snapshots of classroom activities (particularly instructional and
curricular practice)
 NOT intended for formal teacher evaluation
 Focused on “look-fors” that emphasize improvement in teaching and
learning.
 An opportunity to give feedback to teachers for reflection on their
practice.
 The ultimate goal is the improvement of student achievement.
C. Benefits of Classroom Walkthroughs

 School gain by:
- Acquire evidence of the impact of curricular initiatives and
instructional practices
- Collect additional data on teaching practices and student
learning
- Increase school-wide reflection on best practices to increase
student achievement
 Teachers gain by:

 Students gain by:
 Observers gain by:

DUTIES and RESPONSIBILITIES
of
INSTRUCTIONAL
SUPERVISORS/ LEADERS
on

DUTIES and RESPONSIBILITIES of INSTRUCTIONAL SUPERVISORS
Basic Function: To provide support for teachers’ professional growth and development
in the improvement of teaching-learning and learning outcomes.
Areas of Support Duties and Responsibilities

- Assumes leadership and supervises teachers on the
improvement of instructional programs specifically
the teaching learning process.
- Motivates and supports teachers to attain peak

performance.
- Assists teachers in identifying strengths and growth

1. Instructional areas through monitoring and evaluation.
Support for Teacher
- Provides professional, technical and instructional
Effectiveness and
assistance to teachers and school heads.
Efficiency
- Promotes DepEd programs and projects to improve
teaching and learning.
- Promotes the efficiency or teaching and learning in

all classes through observation and visitations.
- Evaluates performance of teachers.
2. Teacher Capability - Organize seminars, workshops and other in-service

Building training programs
- Conducts seminars, workshops and other service

training programs.
- Serves as consultant and/or resource person in

INSETs
- Initiates action research designated to improve

instruction and academic performance
- Conducts action research designed to improve

instruction and academic performance
3. Curriculum - Implements, monitors, supervises and assesses the

Enhancement school curriculum to assure higher learning
outcomes
- Evaluates learning outcomes vis-à-vis the curriculum
- Recommends changes in policies affecting

curriculum and instruction.
- Localizes/indigenizes curriculum
- Develops and promotes innovative and effective

teaching-learning, approaches, strategies and
techniques
- Proposes innovations to improve instruction
- Implements innovative and alternative delivery

schemes in teaching-learning
- Acts as consultant for all publications
4. Assessment of - Undertakes periodic evaluation of learners’

Learning Outcomes achievement as basis for INSET and curriculum
adaptation
- Assists/ensures utilization of a range of assessment

processes for learners performance
- Leads in the evaluation of learners’ achievement and

utilizes results to improve learning
- Evaluates learning outcomes vis-à-vis the curriculum
- Develops, promotes innovative and effective

assessment approaches, strategies and techniques
- Assists teachers in identifying strengths and growth

areas through monitoring and observation

STANDARDS
for
INSTRUCTIONAL
SUPERVISION

STANDARDS FOR INSTRUCTIONAL SUPERVISION
Instructional Supervision is a standard –based comprehensive development set of processes to
support the professional growth and development of teachers in professional learning communities.
Its ultimate goal is improvement of instruction for enhanced learning outcomes.
INDICATORS
STANDARDS
1. DEMOCRATIC Successful supervision:
SUPERVISION
1.1 Recognizes that instructional supervision is a teacher support function to nurture
teacher leadership and autonomy.
1.2 Promotes and facilities activities for the development of self-directed teachers as
professionals and instructional leaders.
1.3 Utilizes procedures that promote open communication and collaboration and mutual
trust.
1.4 Recognizes teachers’ strengths and needs and provides opportunities for professional
growth in a supportive learning environment.
2. COLLEGIALITY Successful supervision:
and
COLLABORATION 2.1 Supports collegial relationship among teachers and instructional leaders.
2.2 Creates and sustains a learning community that supports teachers as learners and
leaders
2.3 Encourages teachers and other school personnel to collaborate in the improvement of
instructional practices in schools.
2.4 Promotes a culture of cooperative work among teachers, superiors, learners and other
stakeholders.
2.5 Develops professional relationships among peers that nurture openness, trust, respects
and integrity
3. PROFESSION Successful supervision:
AL
DEVELOPME 3.1 Engages teachers in the planning, designing, delivery, and evaluation of individual-
NT and professional development programs.
TEACHER
SUPPORT 3.2 Encourages job-embedded professional development activities.
3.3 Provides opportunities for dialogue among teachers and instructional leaders on
curriculum, teaching, and learning.
3.4 Provides differentiated professional development activities to address career pathing,

teaching assignment, adult learning, teaching styles, interest, needs among others.
3.5 Encourage teachers to engage in self-assessment and personal reflection to guide own
professional development.
Successful Supervision:
4. ETHICAL
TEACHING 4.1 Establishes healthy supervisory relationship-among teachers based on respect, and
trust in their personal and professional competence.

4.2 Encourages teachers to establish good working relationships with student, peers and
superior.
4.3 Encourages teachers to translate the curriculum into meaningful learning that fosters
students’ sense of identity, self-esteem, self-respect and self-worth as lifelong learners.
4.4 Upholds the practice of the Code of Ethics for Professional s.
5. INQUIRY and Successful supervision:

REFLECTIVE
TEACHING 5.1 Reviews actions and accepts feedback in an atmosphere of collegiality and
collaboration.
5.2 Upholds responsibility and willingness to accept decisions on supervisory actions.
5.3 Inquires about the effects/implications of actions decisions on others (e.g., colleagues,
teachers, students, etc as a guide to future decisions.
5.4 Encourages teachers to inquire on good practice and to pursue better alternative for the
improvement teaching and learning.
6. DIVERSITY of Successful supervision:

TEACHERS
and 6.1 Encourages the development and use of different and use of differentiated forms
LEARNERS supervision.
6.2 Provides opportunities for teachers and students to develop values knowledge and skills
in recognizing diversity among peers.
6.3 Provides systematic assessment and constructive feedback to teachers about their
personal and professional strength and needs.
6.4 Promotes the use of comprehensive approaches, strategies and resources to ensure
that ethnic and cultural diversity are considered in teaching and adult learning.
6.5 Utilizes cultural, social, and experiential perspectives to address diversity for teaching-
learning.
6.6 Assists teachers develop a-deep consciousness and understanding the influences of
cultural diversity in educational opportunities, programs, practices, and outcomes.
6.7 Assists teachers improve the quality of teaching and learning with respect to cultural
diversity
7. CLINICAL Successful supervision:

SUPERVISION
7.1 Requires thorough understanding of the diversity teachers and learners and the context
where the teaching-learning occurs.
7.2 Requires-comprehensive understanding and use of pedagogy that accomplishes
instructional goals for better learning outcome.
7.3 Encourages meaningful discussion of student learning progress and appropriate

teaching strategies for diverse learners.
7.4 Provides development instructional models which address the dimensions of teaching
and learning and appropriately modifies feedback process.
7.5 Assists each teacher to strengthen professional identify through careful analysis and
reflection of learning of personal teaching performance.
8. FORMATIVE Successful supervision:
TEACHER
EVALUATION 8.1 Employs differential procedures for teacher formative evaluation which are appropriate
to respective levels of teachers’ professional development.
8.2 Encourages teachers and administration to work as collaborative partners to identify
teachers’ professional development goals, to appropriately assess those goals, and plan
actions for the improvement of teaching and learning.
8.3 Recognizes that formative evaluation of teachers addresses the individual teacher’s
professional development goals as well as the school improvement.
8.4 Ensures that the teacher formative evaluation report is fair and complete in addressing
both strengths and needs of the teacher.
8.5 Ensures that formative evaluation procedures are well-defined articulated, and clearly
communicated to teachers and administrators.
8.6 Utilizes the formative evaluation results to provide continuous instructional support to
teachers’ professional development activities.
9. CURRICULUM Successful supervision:

SUPERVISION
9.1 Clarifies the aims of education, the nature of knowledge, the roles of teachers, and
purposes of the curriculum.
9.2 Encourage close collaboration of teachers and instructional leaders in the processes of
curriculum development, implementation and evaluation.
9.3 Fosters continuous and open deliberation on curriculum issues and problems by
connecting theory and practice.
9.4 Insures equitable access to knowledge for all students regardless race, gender,
ethnicity, special needs, or social class.
9.5 Advances school curriculum that is socially and culturally relevant teachers and
learners.
10. TEACHER Successful supervision:

ACTION
RESEACRH 10.1 Encourages the conduct of action research as a strategy to improved
instructions and for professional development.
10.2 Promotes reflection and self-assessment decision making the action research process.
10.3 Employs action research to enhance decision making and solving critical problems.
10.4 Supports a school-wide culture for school improvement by incorporating action research as
collaborative activity for the professional development of teachers in promoting learning
achievement.
10.5 Encourage the utilization of the results of action research in the solution of immediate
educational problem.

PROCESSES AND PROCEDURE
for

PROCEDURE for COLLABORATIVE SUPERVISION
Supervisor/Teacher Actions
Means of Verification
Phases Supervisor Teacher
Phase I- Pre 1. Identifies/recognizes the Submits TSNA & IPPD for Teacher’s TSNA Results
Supervisory strengths and needs of the School consolidation and IPPD
Visit teachers in a school
2. Holds conference with the Minutes of the meeting

school head/principal
3. Requests school head to Submits Pre-observation form to Accomplished Pre-

submit Teacher Pre- the school head observation Form to the
observation forma School Head
4. Agrees on the Date of Agrees on the date for the Accomplished Instructional
Formal School Visit and Supervisors visit and observation Supervision Form (Pre
Observation observation)
5. Prepares for the Formal Prepares for the school visit and Observation Schedule of
School Visit and Observation observation Supervisor
Phase II- Supervisor Teacher MOVs

Actual
Supervision 1. Supervisor, School Head and the Teacher hold brief conference Minutes of the
(School Visit & meeting
Actual
Observation)
2. Supervisor and teacher review the pre-observation form filled up by the Form 1 reviewed
Teacher to clarify what has been agreed upon as instructional actions to and signed by the
improve teaching learning. Supervisor
3. Supervisor with the school head together observe class using the Pre-Observation
appropriate Form for observation -3A and taking in to account the Form
planned activity as agreed upon.
Lesson Plan
4. Teacher holds actual class planned with the superior.
Actual observation
Note: Actual class observation should be from 40 minutes to 1 hour only. Form 3A
4. Supervisor conducts other non-class observation using the Form for Accomplished
Observation -3B and 3C the assistance of the teacher to make Observation Form
clarifications. Observations are made both formally and informally 3B & 3C Journal
through a walk though process. entry of Supervisor
5. Supervisor conducts informal interview with the Teacher continues with Journal entry

teacher’s peers. other lessons for the
day
6. Supervisor and teacher review the Teacher’s Porfolio to validate Porfolio documents
observations and allow the teacher to show and explain evidences
included in the Porfolio.
7. Supervisor together with the Teacher consolidate all Observations for the Consolidated Form
Post-Observation conference and submission to the school head. 2, 3A,3B,3C
JEL agreement
Phase III-Post- 1. Supervisor School Head and the Teacher hold Post observation Accomplished Post-
Observation conference. Observation Form.
Supervision
1.1 Supervisor commends teacher for the Teacher recognizes Post observation
strengths in the actual teaching and other his/her own strengths report
observed indicators. and need in the
implementation of the
lesson plan.
1.2 Supervisor together with the Teacher analyze what transpired in the Plan and schedule
actual teaching. Both identify what factors led to the teacher’s success of the next
and what instructional needs require immediate solution. supervisory visit.
1.3 Both the supervisor and the teacher find probable solutions for the
identified instructional problems through negotiating, and problem
solving.
1.4 Supervisor and teacher agree upon the solution to the identified
instructional problem and discuss the steps/strategies/approaches to be
followed.
2. Supervisor, teacher and the school head mutually agree on the next Schedule and Plan
supervisory actions for the professional growth and development of of the next school
teachers. visit

PROCEDURE for DIRECTIVE SUPERVISION
Supervisor/Teacher Actions
Phases Means of Verification
Supervisor Teacher
Phrase I-Pre- 1. Identifies/recognizes the strengths and Submits TSNA & Teacher’s TSNA Results
Supervisory Visit needs of the teachers in a school IPPD for school and IPPD
consolidation
2. Holds conference with the school Minutes of the

head/principal Meeting/Conference
3. Request the school head to submit Submits Pre- Accomplished instructional

Teacher pre-observation form observation form to Supervision Form 1 (Pre-
the school head observation Form) to the
School Head
4. Agrees on the Date of Formal school Agrees on the date Accomplished instructional
Visit and Observation for the Supervisors Supervision Form 1 (Pre-
visit and observation observation Form) to the
School Head
5. Prepares for the Formal School Visit and Prepares for the Observation Schedule of
Observation School Visit and Supervisor
Observation
Phase II-Actual Supervisor Teacher MOVs

Supervision(Sch
ool Visit & Actual 1. Supervisor, School Head and the Teacher hold brief conference Minutes of the Meeting
Observation) /Conference
2. Supervisor reviews the pre- Teacher prepares class Form 1 reviewed and
observation form of the Teacher for actual Teaching signed by the instructional
Supervisor
3. Supervisor together with the school Teachers hold s actual Lesson Plan Actual
head observe class using the class as planned Observation From 3A
appropriate Form for observation-3A
Note: Actual class observation

should be from 40 minutes to 1 hour
only
4. Supervisor conduct other non-class Teacher continues with Observation Form 3B and
observation using the Form for her/his daily school 3C
Observation-3B and 3C activities
5. Supervisor conducts informal Journal entry in the

interviews with the teacher’s peers Supervisory notebook.

6. Supervisor peruses the Teacher’s Teacher assists the Portfolio documents.
Portfolio supervisory by explaining
evidences found in the
Teachers Portfolio.
7. Supervisor consolidates all Teacher prepares for the Consolidated Form 2, 3A,
Observation for the Post-Observation Post-Observation 3B,3C
conference and submission to the Conference.
school head. JEL contract/agreement for
the next step.
Phase III-Post 1. Supervisor, School Head and the Teacher hold Post-observation Accomplished Instructional
Observation conference. Supervision Form 2 (Post-
Supervision observation Form)
1.1 Supervisor commends teacher for the Teacher recognizes Post-observation report
strengths in the actual teaching and his/her own strengths in
other observed indicators the teaching the lesson
plan.
1.2 Supervisor makes Teacher listens and

suggestions/recommendations/on interacts with the
which need improvements. supervisor’s suggestions.
1.3 Supervisor demonstrate how Teacher observes

improvement can be done through supervisor’s Plan and schedule of the
direct instruction demonstration on how to next supervisory visit.
improve instruction
Teacher clarifies on the

demonstration of the
supervisor
1.4 Supervisor informs the teacher of the Teacher clarifies areas of

overall results of the actual concern
observations
Teacher recognizes the
1.5 Supervisor provides instructional area that needs
advice for the teacher’s supervisor’s assistance
improvement. and support.
1.6 Supervisor provides instructional

advice for the teacher’s
improvement.
2. Supervisor , teacher and the school head agree on the next Schedule & Plan of the
supervisory actions for the professional growth and development next school visit.
of teachers.

PROCEDURE for NONDIRECTIVE SUPERVISION
Phases Supervisor/Teacher Actions Means of Verification
Phase I- Pre- Supervisor Teacher
Supervisory Visit 1. Identifies/recognizes the strengths and Submits TSNA & Teacher’s TSNA
needs of the teachers in a school IPPD for school Results and IPPD
consolidation.
2. Holds conference with the school head Minutes of the
/principal Meeting
3. Request teacher thru the school head to Submits Pre- Accomplished Pre-
submit pre-observation observation Form observation Form to
to the school head the school Head
4. Agrees on the Date of Formal School Visit Agrees on the date Accomplished
and observation. for the Supervisors instructional
visit and Supervision Form
observation. 1(Pre observation
Form) for school
heads.
5. Prepares for the Formal school Visit and Prepares for the Observation Schedule
Observation school visit and of Supervisor.
observation
Phase II-Actual Supervisor Teacher MOVs

Supervision (School 1. Supervisor, School Head and the Teacher hold a preliminary Minutes of meeting
Visit & Actual conference
Observation) 2. Supervisor and teacher review the pre-observation form filled up by Form 1 reviewed and
the Teacher and endorsed by the school head. sign by the
supervisor.
3. Supervisor with the school head together observes class using the Pre-observation form
appropriate form for Observation -3A and taking into account the
planned activity made by the teacher. Lesson Plan
4. Teacher holds actual class as planned. Actual observation
Note: Actual class observation should be from 40 minutes to 1 hour Form 3A
only.
5. Supervisor conducts other non-class observations using the Form Accomplished
for Observation- 3B and 3C with assistance of the teacher to clarify, Observation Form 3B
listen to supervisor. Observations are made both formally and & 3C.
informally through a walk through process.
6. Supervisor conducts informal interviews with Teacher continues Journal entries of
the teacher’s peers. with other lessons Supervisor
for the day
7. Supervisor and teacher review the Teacher ‘s Portfolio to validate Portfolio documents
observations and allow the teacher to show and explain evidences
included in the Porfolio.
8. Supervisor together with the Teacher consolidated all Observations Consolidated Form
for the Post-Observation conference and for submission to the 2,3A,3B,3C
school head.
Phase III-Post- 1. Supervisor, School Head and the Teacher hold Post-observation Accomplished Post-
Observation conference. Observation Form 2
Supervision
1.1 Supervisor commends teacher for the Teacher recognizes Post –Observation
strengths in the actual teaching and other his/her own Report
observed indicators strengths and
needs in the

implementation of
the lesson plan JEL agreement
1.2 Supervisor listens to the Teacher describes what transpired in the
actual teaching. The teacher explains teaching actions on why it Teachers Plan and
was done that way, what instructional difficulty was solved., etc. proposed schedule of
1.3 Supervisor reinforces the actions of the teacher. the next supervisory
1.4 Supervisors negotiate with the teacher on other way of finding visit.
solutions for the identified instructional problem and redirect the
teacher.
1.5 Teacher proposes the next steps for the continuing improvement of
instructional activities using varied strategies.
1.6 Supervisor reinforces the proposed steps of the teacher.
1.7 Teacher and the Supervisor set standards for next instructional
development activity.
2. Teacher, Supervisor and the school Head mutually agree on the Schedule & plan of
next supervisory actions for the professional growth and the next school visit.
development of teachers.

TOOLS
for
INSTRUCTIONAL
SUPERVISION

Instructional Supervision Form 1
PRE-OBSERVATION INFORMATION
Teacher ________________________________ School _________________________________

District _________________________________ Division ________________________________
Grade/Year & Section _____________________ Subject _________________________________
School Year ________ Semester ___________ Conference date ___________________
Instructional Supervisor ____________________________
Directions:
1. This form shall be answered by the Teacher prior to Instructional Support
Visit.
2. The information will serve as guide for the pre-observation conference.
Observer may ask additional job-relevant data to provide a background for
actual observation.
3. The filled up form shall be given back to the Teacher to be placed in front of
the Teacher Observation Form 3A, B, C which will be used by the observer.
Pre-Observation Information
1. When would you like to have instructional supervision and support?
Date and Time _______________________________

2. In which of your classes would you like to be observed?
Class and the Period to be observed:______________________

3. What area or domain would you like to be observed? Please check.
____ Diversity of Learners
____ Content and Pedagogy
____ Learning Environment
____ School, Home, Community Linkages
____ Social Regard for Learning
____ Personal Growth and Professional Development
____ Planning, Assessing and Reporting
____ Others, Specify
4. What specific teaching-learning parameters would you like to be focused?
Please check
____ Motivation
____ Teacher-Learning Interaction
____ Questioning/answering skills
____ Pacing of the Lesson
____ Testing
____ Classroom management
____ Time on Task
____ Addressing multiple intelligences/learning styles
____ Others, specify

5. What teaching methods/strategy will you use?
6. How would you describe the class you will be teaching during the visit? Please
provide information by checking or filling up the required data.
a. Type of class
( ) Monograde ( ) 2 Class combination ( ) Multigrade
b. Size of class
( ) Small class size Number of Learners ___________
( ) Big Size class size Number of Learners___________
c. Class diversity:
( ) Homogeneous ( Describe) ____________________________________
( ) Heterogeneous (Describe) ____________________________________
7. What three priority areas in your TSNA do you need the most support and
assistance? Please enumerate and specify.
a.
b.
c.
8. What priority objectives in your IPPD did you include for School Year _______
that you intend to accomplish? Please write
a.
b.
c.
____________________________________________________________________________
Submitted by; Noted by:
_____________________________ ____________________________________
Teachers Name & Signature School Head Name & Signature
_______________________________________________________________________________
Note: This space shall be used for needed information given during the pre-observed but
are included above.

Instructional Supervision Form 2
POST-OBSERVATION INFORMATION
Teacher ________________________________ School _________________________________
District _________________________________ Division ________________________________
Grade/Year & Section _____________________ Subject _________________________________
School Year ________ Semester ___________ Conference date ___________________
Instructional Supervisor ____________________________
Directions:
1. This form shall be answered by the Teacher prior to Instructional Support
Visit.
2. The information will serve as guide for the pre-observation conference.
Observer may ask additional job-relevant data to provide a background for
actual observation.
3. The filled up form shall be given back to the Teacher to be placed in front of
the Teacher Observation Form 3A, B, C which will be used by the observer.
Pre-Observation Information
1. What did your learners gain in your lesson in terms of Knowledge , Skills and
Attitudes (KSAs)? Please enumerate.
a. Knowledge:
b. Skills:
c. Attitude:
2. How did you make the learners gain the KSAs which you listed above?
3. What did your pupils/students do in order to gain/learn the KSAs?
4. Where you able to accomplish your lesson objective?
Yes ____ All ______ Some ___________

No ____ All ______ Some ___________
5. If yes, how did you do it?
6. If No, what difficulties did you encounter?

7. Did you and your class enjoy the lesson? Yes ______ No ______ Why?
8. If you are going to teach the same lesson again, can you think of ways to
improve it? Please write it down.
8.What teaching assistance would you need to overcome difficulties that you have
encounter?
9. Can you suggest from whom you can ask this assistance and support? And
how?
10. Would you welcome another visit or observation? Yes ________ No ________ Why?
Commendation for the Teacher
Suggested support for the Teacher
_______________________________
_____________________________
Teacher’s Name & Signature Observer’s Name & Signature
_______________________________________________________________________________________
Note: This space shall be used for needed information given during the post – observation
conference but are included above.
Instructional Supervision Form 3/ CB-PAST Formative Appraisal Form 3(A, B, C)

TEACHER OBSERVATION SUMMARY RATING TEMPLATE
Criteria Assigned No. of Score Mean Description of Recommended
Weight in Items (score the TBI Supervisory
CB-PAST +no. Approach
(disregarded of
in the Items
formative )
Approach)
INSTRUCTIONAL COMPETENCE
A. Diversity of 10 % 4
Learners
B. Curriculum 30% 17
Content and
Pedagogy
1. Teacher 9
Behavior
2. Learners 8
Behavior
C. Planning 20% 6
Assessing and
Reporting
TOTAL 60% 27
HOME, SCHOOL, & COMMUNITY INVOLVEMENT
D. Learning 10% 5
Environment
E.Community Linkages 10% 6
TOTAL 20% 11
PERSONAL GROWTH & PROFESSIONAL DEVELOPMENT
F.Social Regard for 10% 5
Learning
G. Personal, Social 10% 10
Growth &
Professional
Development
TOTAL 20% 15
GRAND TOTAL 100% 15
Teacher Formative Appraisal Rating (Grand total mean)
Description for Over all Teacher Observation Rating for Formative Appraisal
Teacher Behavior Index (TBI) for Formative Appraisal

3.51 – 4.00 –Highly Proficient. Teacher behavior s consistently exceeds expectations.
Displays at all time, a consistently high level of performance related skills, abilities, attributes
and productivity. Self-direction of the teacher is evident. Non directive and collaboration
approaches to supervision are recommended.
2.51 – 3.50 – Proficient. Teacher behavior often exceeds expectations. Displays a high level of
competency related skills, abilities, initiatives and productivity, exceeding requirements in
many of the indicators. Non- directive and collaborative approaches to supervision are
recommended.

1.51 – 2.50 – Basic. Teacher behaviors meet basic expectations based on standards. Displays
basic level work and performance outputs as required outcomes or expectations of the job.
Collaborative and directive approach to supervision are recommended.
Below 1.50- Below Basic. Teacher behaviors on the job and performance outputs frequently
fall below standard. Work outputs consistently fail to meet required outcomes which need
repetition. The teacher urgently need immediate instructional support intensive directive
supervision approach is recommended.
I hereby acknowledge the observation done by my instructional supervisor and will

appreciate all the support that will be extended to improve mu instructional competence.
Date :_________________
________________________________
Teacher (Name & Signature)
As an instructional supervisor, I am willing to extend instructional support to this Teacher,

based on the results of Observation and his/her expressed need.
Date: _________________
________________________________
Instructional Supervisor ( Name & Signature)
Noted by:
________________________________
School Head ( Name & Signature)

Instructional Supervisor (Tool)
S T A R Observation Technique
Name of the Teacher ___________________________________________________

School __________________________________ District ________________ Division _________________
Class _________________________________ Subject __________________________________________
Date & Time Observed: ___________________________________________________________________
Note: This is a supervisory tool which is useful to collect information from the actual
teaching learning activity in the classroom.
What to Observe Observations(Record in detail if Possible)
SITUATION
(Focus and observe closely the context
and teaching episode, i.e learning
environment , motivation,
presentation of the lesson, evaluation,
others in the lesson)
TASK
(Focus and observe closely the
Teacher’s actions in the particular
Situation described above)
ACTION
(Focus and observe closely the
learners actions relative to the
teacher’s Task described above
RESULT
(Focus and observed the end
results or outcomes of the
Teacher’s Task and the Learners
Action described above in both
quantitative (i.e 85% of the
learners were able to identify
nouns) and qualitatively (most of
the learners actively participated
in the class)
General Commends for Teacher Support
______________________________ _______________________________
Name & Signature of the Observer Name & Signature of Teacher

CB - Instructional Supervision

Uploaded by

Copyright:

Available Formats

CB - Instructional Supervision

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CB - Instructional Supervision

Uploaded by

Copyright:

Available Formats

Pre 29-35

Instructional Supervision – TED – TWG Page 1

 DUTIES and RESPONSIBILITIES

Instructional Supervision – TED – TWG Page 2

“ Supervision is the glue that holds a successful school together . . . a

Instructional supervision is a professional, continuous and cooperative

Thus, there is a clear need to develop connections between instructional

Since the colonial times, supervisory practices have continuously evolved as

With the international movement leaning towards standard-based

Since the ultimate goal of supervision is the improvement of instruction as

Instructional Supervision – TED – TWG Page 3

DIRECTIVE COLLABORATIVE NON DIRCTIVE

Teacher Support *Mutual Trust * Accountability

The hallmark of an effective learning organization like the school is that

Teachers as fundamental building blocks of the Professional Learning

It is this context that instructional supervision should eventually lead to

Instructional Supervision – TED – TWG Page 4

Instructional supervisors or Instructional leaders are tasked to do

3. Standards for Instructional Supervision

Standards for Instructional Supervision will serve as a guide to the entire

3.1 Approaches and Procedure in Instructional Supervision

Approaches to Instructional Supervision

All teachers need differentiated support and assistance to improve

Instructional Supervision – TED – TWG Page 5

On the other hand, collaborative supervision is appropriate in starting to

Likewise, a non-directive supervision, would be most appropriate for

Anchored on the foundation of teacher support, mutual trust and

General Supervisory Program Procedure

To provide a clear developmental procedure, supervisory programs shall go

Phase I – Start-Up includes establishing the specific purpose of the supervisory

4. Tools for Instructional Supervision

A supervisory tool or instrument accompanies a process or procedure. For

The basic tools included are the following

5. Instructional Supervision Support Intervention Strategies

Instructional Supervision – TED – TWG Page 7

Instructional Supervision – TED – TWG Page 8

Changes are slowly occurring in the practice of professional teacher

Today’s professional development requires a shift from its more traditional

This kind of professional development is characterized by a shift from activity

As a clear understanding the newer forms of professional development by

Instructional Supervision – TED – TWG Page 9

B. Purpose of Study Group

2. TEACHER ACTION RESEARCH

Instructional Supervision – TED – TWG Page 10

C. Standards for Successful Supervision of Action Research

1. Use action research as one way of the variety of viable strategies to

D. Steps and Procedure for Practical Action Research

B. Principle in Peer Coaching

Instructional Supervision – TED – TWG Page 11

C. Principle to Remember in Conferencing

Instructional Supervision – TED – TWG Page 12

C. Benefits of Classroom Walkthroughs

 Teachers gain by:

Instructional Supervision – TED – TWG Page 13

Instructional Supervision – TED – TWG Page 14

Areas of Support Duties and Responsibilities

- Motivates and supports teachers to attain peak

- Assists teachers in identifying strengths and growth

- Promotes the efficiency or teaching and learning in

Teacher Support Mutual Trust Accountability

Teacher School _

Yes All Some _________