Its all about Instructional supervision ,its all models and School Supervision. All authentic data taken from 35 national and international articles and a lots of books.

1. Instructional Supervision and
School Supervision
2 0 1 5 - 2 0 7 MAHAM NAVEED
2015-245
M.ED SECONDARY

2. SUPERVISION
• Supervision is the job title of a low level management
position that is primarily based on authority over a
worker or charge of a workplace
• Supervisor, boss, overseer, coach, facilitator, monitor,
or area coordinator

3. SUPERVISION
• Supervision is an expert technical service
primarily aimed at studying and improving co-
operatively all factors which affect the child’s
growth and development
(According to Barton & Burckner)

4. SUPERVISION
• Supervision creates the awareness of sound education
philosophies in teachers and makes them to be aware of
educational policies and reforms in schools
(OJOGWA 2001)

5. DIFFERENCE BETWEEN SUPERVISOR
AND MANAGER
• A supervisor is responsible for the productivity and
actions of a small group of employees
• Supervisor does not typically have "hire and fire"
authority
• Supervisor does not have budget authority

6. INSTRUCTIONAL SUPERVISION
• Instructional supervision is one of the processes by
which school administrators attempt to achieve
acceptable standards of performance and results
(Peretomode, 2001)
• According to Jonasson (1993):
• To promote student learning in schools, we must invest time,
money and energies into the training and development of
teachers

7. INSTRUCTIONAL SUPERVISION
• Instructional supervision is the function in educational
systems that draws together the discrete elements of
instructional effectiveness into a whole educational
action
(Glickman, Gordon, & Ross-Gordon)
(1995, p. 15)

8. THE HISTORY OF INSTRUCTIONAL
SUPERVISION
• In colonial New England, supervision of instruction
began as a process of external inspection in 1830
• One or more local citizens were appointed to inspect
both what the teachers were teaching and what the
students were learning

9. Roles and responsibilities of instructional
supervisor
• Lead teachers
• Mentors
• Curriculum specialists
• Project directors
• Trainers
• Peer coaches and peer supervisors

10. SUPERVISION IN PRIMARY LEVEL IN
PAKISTAN
• Teachers
• Assistance Education Officers
• Deputy District Education Officers
• District Education Officers
( Behlol, 2007)

11. Skills required for instructional
supervision
• (According to Olowoye, 1989 )
Pedagogical
Skills
Evaluation skills Displinary skills
Motivation Skill Reporting skills
Minimum 5 years
experienence of
primary school
teaching

12. MODELS OF
SUPERVISION
.

13. MODELS OF INSTRUCTIONAL
SUPERVISION
Models of
Instructional
Supervision
Traditional or
Clinical
Supervision
Psychotherapy-
Based Supervision
Models
Supervisee-
centered
Person-Centered
Patient-centered
Developmental
Models of
Supervision
Integrated
Development
Model
Ronnestad and
Skovholt’s Model

14. CLINICAL SUPERVISION
• Gold hammer and Cogan in the early 1970’s
• Acheson and Gall (1987), refined the process by
including only three basic processes
The planning or pre-conference
The observation
The feedback conference

15. CLINICAL SUPERVISION
• It is in class support system designed to deliver assistance
directly to teachers to bring about changes in classroom
operation and teacher’s behavior.”
• Advantages:
• Provision of objective feedback on instruction
• Identify and solving instructional problems,
• Assisting teacher in developing strategy to promote learning,
• Motivating the students and managing the classroom

16. PSYCHOTHERAPY-BASED
SUPERVISION MODELS
• A learning process by providing a coherent approach to
therapy in which knowledge, theory and technique
derived from a specific orientation inform the conduct of
treatment and provide a clear focus of supervision
• Frawley-O’Dea and Sarnat (2001) classify into three
categories

17. PATIENT-
CENTERED
• Focuses the supervision session on the patient’s
presentation and behaviors
• The supervisor is seen as the uninvolved expert who has
the knowledge and skills to assist the supervisee, thus
giving the supervisor considerable authority
(Frawley-O’Dea & Sarnat, 2001)

18. SUPERVISEE-CENTERED
• Process focuses on the supervisee’s resistances,
anxieties, and learning problems
• Supervisee-centered supervision can stimulate growth
for the supervisee as a result of gaining an
understanding of his/her own psychological processes

19. THE SUPERVISORY-MATRIX-
CENTERED
• Introduces examination of the relationship between
supervisor and supervisee
• Supervisor’s role is to “participate in, reflect upon,
• To interpret relational themes that arise within either the
therapeutic or supervisory

20. 3. DEVELOPMENTAL MODELS OF
SUPERVISION
• Focus on how the counselor will change as they gain
further training and supervised experience
• Encourages the supervisee to use prior knowledge and
skills to produce new learning

21. THE STOLTENBERG MODEL IDENTIFIED
FOUR STAGES OR LEVELS:
Supervisee is dependent on the supervisor, by
they lack in self-confidence
Supervisee a striving for independence
Becoming more insightful and
motivated
Supervisee confident with their interpersonal and
Communication skills

22. 4. INTEGRATED DEVELOPMENT
MODEL
(IDM)
• Developed by Stoltenberg (1981) and Stolt enberg and
Delworth (1987)
• IDM describes three levels of supervisee
Entry-level
students who are
high in motivation
At mid-level and
experience
fluctuating
confidence
Stable in
motivation, have
accurate empathy
tempered by
objectivity

23. TEACHERS' PERCEPTION OF
SUPERVISORY PROCESSES

24. TEACHERS' PERCEPTION OF
SUPERVISORY PROCESSES
• In Ethiopia, many teachers resent or even fear being
supervised due to biased towards evaluation or
inspection
(Haileselassie, 1997)
• For less experienced teachers supervision is viewed as
a meaningless exercise
(Starratt,1998)
• Potential to improve schools will not be fully realized by
supervisors
(Sergiovanni & Starratt, 2007)

25. SCHOOL SUPERVISION

26. Any institution at which
instruction is given in a
particular discipline
School is administered,
managed and leads in
an effective manner to
achieve the educational
objectives
SCHOOL

27. SCHOOL SUPERVISION
• A whole mechanism systematically designed to
accomplish the educational objectives efficiently so that
internal structure of the school is determined by the
functions which are carried on towards those ends
Eregie and Ogiamen (2007)

28. PURPOSE OF SCHOOL SUPERVISION
• According to Universal Basic Education (UBE)
programmes manual (2002)
• Ensuring that teachers do their work affectively
• Cost-Benefit Analysis
• Providing technical assistance and sources of
instructional material to teachers
• For the approval of opening of new schools

29. BASIC PRINCIPLES OF SCHOOL
SUPERVISION
Constructive
Criticism
Plan
Networking
Dialectical
RelationCode of
Conduct
Create
healthy
environment
Adequate
Information for
Employees

30. TASK AREAS OF SUPERVISION
Developing Curriculum
Organizing for Instruction
Providing Materials and Staff
Arranging for In-service
Education
Developing Public Relations
Evaluating Instruction

31. Research on instructional supervision in
the world
• Strategies For Improving Supervisory Skills For Effective
Primary Education In Nigeria
(Edo Journal of Counseling Vol. 2, No. 2, 2009)
• A comparative study was carried out of selected government,
private‐aided and private senior secondary schools in India
• Teachers’ Perceptions towards Classroom Instructional
Supervision: A Case Study of Nkayi District in Zimbabwe
(International J. Soc. Sci. & Education 2013 Vol.4, No. 1)
• The Relationship Between Principals Supervisory Strategies
and Teacher’s Instructional Performance in Delta North
Senatorial District, Nigeria 2010

32. INSTRUCTIONAL SUPERVISION
PRACTICE IN PAKISTAN
• Ahmed and Ali (cited in Ali, 2000) have mentioned that
appointments of teachers is a political process
• Supervisors in Government Primary Schools in Karachi,
Pakistan by Nilofar Vazir (2008) works reveals teachers
are not appointed for primary schools
• Supervision and Supervisory Practices at Primary Level
in Pakistan reveals that the supervisors don’t visit
schools to find out the problems of teachers

33. CHALLENGES OF SCHOOL
SUPERVISION DEVELOPING NATIONS
Staff
Inadequacy
Political
Instability
Payment of
Teachers
Poor
Human
Relations
Lack of
Adequate
Training
Fiscal
Inadequacy
Shortage of
External
Supervisor
Teachers
Who Resist
Supervision

34. RECOMMENDATIONS
• The supervisors should behave and function as
teachers’ friends, adviser, guide and consultant
• Recruitment of instructional supervisors should be
based purely on academic qualification
• The senior teacher should be trained to provide
supervisory facilities to the beginning teachers

35. RECOMMENDATIONS
• Need of the training programme for the supervisors to
improve their knowledge, skills and attitude to perform
their duties
• Supervisors that excel in their assignment should be
rewarded
• Supervisors should be empowered with human
resources and funds

36. REFERENCES
• Bernard, J. M. (1979). Supervisor training: A discrimination model.
Counselor Education and Supervision, 19, 60-68
• Oliva,P.F and Pawlas,E.G. (2004), Supervison for today’s schools (7th Ed).
Wiley Publishing,Inc
• Samuel.C.C (2008). Supervision concept and skill building.(6th Ed).
McgrawHill, Boston
• Tshabalala. T (2013) Teachers’Perceptions towards Classroom
Instructional Supervision: A Case Study of Nkayi District in Zimbabwe.
International J. Soc. Sci. & Education 4 (1)
• Nolan,J and Hoover, L.A. (2005). Teacher supervision and Evaluation
theory into practice. JohnWiley & Sons,Inc

37. THANK YOU