CURRICULUM IMPLEMENTATION DIVISION

INSTRUCTIONAL SUPERVISION PROCESS FOR EFFECTIVE TEACHING AND LEARNING

BACKGROUND

• Basilio & Bueno study in 2021, cited that instructional supervision is an important tool for schools as it helps them ensure that their vision and mission are achieved by supervising, training, and empowering teachers so that they can create valuable experiences for their stu-dents. It is a form of educational supervision undertaken to achieve the following objectives (Jared, 2011): (1) to provide objective feedback to teachers; (2) to diagnose and solve teaching problems; (3) to help teachers develop their strategies and skills; (4) to evaluate teachers for promotions or appointments; and (5) to help teachers maintain a positive attitude. Further, instructional supervision is that phase of school administration that focuses primarily on the achievement of the appropriate expectations of the, educational system. (Eye, Netzer, and Krey, 1971:30 cited in Peretomode, (2004:192)

Moreover, instructional supervision, when undertaken by the principal, focuses primarily on helping teachers reflect on their actions and promoting school improvement through professional development (Sergiovanni & Starratt, cited in Chen, 2018). Instructional super-vision heightens the professional knowledge of teachers and promotes the effectiveness

of the teaching strategies they implement. (Basilio & Bueno, 2021). Teachers should be given much-needed structure for the instructional process and reinforcement to further enhance effective teaching and learning.

•  Archibong’s study in 2021 mentioned the definition of instructional supervision by Hoy and For-syth (1986:3), Ukeje (1992), Akinwumiju, and Agabi (2008:69–70) as a collaborative effort involv-ing a set of activities designed to improve the teaching and learning process. The purpose of supervision is to work cooperatively with the teacher and not to find fault or punish since the element of the administrative process is concerned with efforts to guide the day-to-day activ-ities of the work group by stimulating, directing, and coordinating their efforts, cultivating good working personal relationships so that all work towards a more efficient achievement of the task goal. Instructional supervision is primarily concerned with supporting and assisting teach-ers to improve instructions by changing their behavior. Instructional supervision is primarily concerned with supporting and assisting teachers to improve instructions. The instructional supervisor does more than inspect. Instructional supervision is a service activity that exists to help teachers do their job better.

• Kayikçi et al. (2017) cited that the positive interaction between supervisor and supervisee is a necessary precondition for effective supervision and is not asserted by traditional supervision. The supervisory approach that is sensitive to concerns and problems, is based on coopera-tion, and solves the problems together with the employee is stated to be a much more ef-fective quality and productivity of education (Acheson & Gall, 1997; Goldhammer, Anderson & Krajewski, 1980; Özmen, 2000). Acheson and Gall (1997) suggest clinical supervision as an alter-native supervision model that is democratic, teacher-centered, and based on mutual dialog rather than authoritarian, coercive, and supervisor-centered. In a growing number of districts, there is a movement toward the use of systematic and meaningful supervision and evaluation procedures.

• The ultimate purpose of instructional supervision is to improve the quality of effective teach-ing and learning in a school. Supervision activities improved instruction and curriculum, both directly and indirectly. Principals, as catalysts of change, and the primary instructional leader in the school should facilitate the implementation of the various sets of instructional activi-ties that will enhance the teaching-learning situation through constant monitoring of reliable learning outcomes and effective and efficient delivery of instruction.

NARRATIVES

The inputs include the findings and recommendations of the supervisors after their visits and the conduct of classroom observations. The assumed findings and recommendations will be discussed with the public school district supervisor and with the school instructional supervision team (school head, master teacher, and head teacher).

After the interface and agreement between the involved parties, the principal, together with the other instructional supervisory team (like the master teacher and the head teacher), will collaborate and sit together to decide on the issues that need to be prioritized during LAC sessions, coaching sessions, and mentoring sessions. The goal of the instructional supervisory

team is the delivery of effective teaching and learning (ETL). This action will be monitored, and the submission of the LAC plan, coaching plan, instructional supervisory plan, and documentation report is required.

Before the end of the 4th quarter, the supervisors will revisit the newly hired teacher or proficient teacher to determine or check if the findings and recommendations from the first visits or class observations were followed or integrated. Importantly, collect positive feedback and responses. Evaluate and then recognize the school’s good practices for their effective intervention in the provision of technical assistance, coaching, and mentoring for the purpose of enhancing the teacher’s capacity to deliver the curriculum to the learners effectively and efficiently.