A brief presentation of the importance of Administration and Supervision in Instructional Program.

1. Group 2 Presentation
Prepared by: Sean Michael Suzara
Instructional Program Management and Evaluation
EDM 201

3. A wrinkled piece of black silk
Observers who first saw a
creased black fabric in this
personality test were found
to be Big Picture Thinkers.
Thoughtful leaders and
don’t lose sight of the grand
scheme of things even
when dealing with small
details.

4. Face of a Dog
A leader of this
category is
inherently
passionate,
emotionally
intelligent and
motivates
people to put
their heart and
A “Go-
Getter”

5. Administration Supervision Instructional Progra

6. Administration Supervision Instructional Progra
It refers to the process of managing and
overseeing the various aspects of an
educational institution. This includes all the
tasks and responsibilities related to planning,
organizing, coordinating, and supervising the
activities and resources necessary for the
effective operation of the institution.

7. Administration Supervision Instructional Progra
It is an integral part of educational
administration and refers to the
process of overseeing and providing
guidance and support to educators
and instructional staff to improve
teaching and learning.

8. Administration Supervision Instructional Progra
An instructional program in education
refers to a structured and organized
plan designed to deliver educational
content, facilitate learning, and
achieve specific educational goals and
objectives.

9. TYPES OF
SCHOOL
ADMINISTRATIO
N
Laissez-Faire
Coercive
Training and Guidance
Democratic Professional Leadership

10. Laissez-Faire
Coercive
Training and Guidance
Democratic Professional Leadership
Spineless and evasion of
responsibility not democratic
This type is an inspectional
supervisory methods in which the
class was observed, but nothing was
done to help the teacher improves
the job.
TYPES OF
SCHOOL
ADMINISTRATIO
N

11. Laissez-Faire
Coercive
Training and Guidance
Democratic Professional Leadership
• Destructive to Human Relationships
• It is inconsistent with democratic
Principles
• There is a well defined body of
knowledge which is desirable for
all pupils to learn.
• It is possible for desirable to
establish for all children to learn.
• There are best methods and best
way to make teachers teach
prescribed curriculum is to use
this method.
TYPES OF
SCHOOL
ADMINISTRATIO
N

12. Teaching-Training
Institutions
Training and Guidance
Democratic Professional Leadership
Laissez-Faire
Coercive
It refers to a structured process
through which experienced
administrators provide support,
guidance, and training to individuals
who are newer to administrative
roles or who may benefit from
mentorship and professional
development.
TYPES OF
SCHOOL
ADMINISTRATIO
N

13. This is the emerging philosophy of
supervision. Combination of four factors
formula.
Training and Guidance
Democratic Professional Leadership
Laissez-Faire
Coercive
• Factor 1: Deeper understanding of
functional meaning of democracy
• Factor 2: Contributions of
research to fund knowledge
concerning learning process
• Factor 3: Centered on human
relationships
• Factor 4: Groupwork
TYPES OF
SCHOOL
ADMINISTRATIO
N

14. CASE SCENARIO:
One day, a school administrator named Mr. X, was talking to
the meeting about management. He said among other things;
“One does not have to be a good qualities as a leader but
he has to appear to have them. Maintain a social distance
from employees, so they can judge you from a distance rather
than from a close range”

15. CASE SCENARIO:
One day, a school administrator named Mr. X, was talking to
the meeting about management. He said among other things;
“One does not have to be a good qualities as a leader but
he has to appear to have them. Maintain a social distance
from employees, so they can judge you from a distance rather
than from a close range”
What is the effect of this behavior towards leadership upon employees’ morale?

17. TO HELP
TO HELP
IMPROVE
INSTRUCTI
ONS
Evaluation
Instruction
CLINICAL
SUPERVISION
TRADITIONAL
SUPERVISION
SUPERVISION

18. Classroom
Observer’s
Rating
TO HELP
IMPROVE
INSTRUCTI
ONS
Evaluation
Instruction
CLINICAL
SUPERVISION
TRADITIONAL
SUPERVISION
AIM
SUPERVISION

19. Broad
General
Concerns
Limited
TO HELP
IMPROVE
INSTRUCTI
ONS
Evaluation
Instruction
TRADITIONAL
SUPERVISION
BASIS
CLINICAL
SUPERVISION
Classroom
Data
Observer’s
Rating
SUPERVISION

20. Based on
Need
Based on
Policy
Classroom
Data
Observer’s
Rating
TO HELP
IMPROVE
INSTRUCTI
ONS
Evaluation
Instruction
TRADITIONAL
SUPERVISION
Focus
CLINICAL
SUPERVISION
Limited
Specific
Concerns
Broad
General
Concerns
SUPERVISION

21. Promotes
Independen
Promotes
dependenc
e
Broad
General
Limited
Specific
Concerns
Classroom
Data
Observer’s
Rating
TO HELP
IMPROVE
INSTRUCTI
ONS
Evaluation
Instruction
TRADITIONAL
SUPERVISION
Frequency
CLINICAL
SUPERVISION
Based on
Need
Based on
Policy
SUPERVISION

22. Linear
Cyclical
Based on
Need
Based on
Policy
Broad
General
Limited
Specific
Concerns
Classroom
Data
Observer’s
Rating
TO HELP
IMPROVE
INSTRUCTI
ONS
Evaluation
Instruction
TRADITIONAL
SUPERVISION
PHILOSOPHY
CLINICAL
SUPERVISION
SUPERVISION
Promotes
Independen
ce
Promotes
dependenc
e

23. Between
Teachers
Supervisor’
s
Responsibil
ity
Promotes
Independen
ce
Promotes
dependenc
Based on
Need
Based on
Policy
Broad
General
Limited
Specific
Concerns
Classroom
Data
Observer’s
Rating
TO HELP
IMPROVE
INSTRUCTI
ONS
Evaluation
Instruction
TRADITIONAL
SUPERVISION
PROCESS
CLINICAL
SUPERVISION
SUPERVISION
Cyclical Linear

24. Cyclical
Linear
Promotes
Independen
ce
Promotes
dependenc
Based on
Need
Based on
Policy
Broad
General
Limited
Specific
Concerns
Classroom
Data
Observer’s
Rating
TO HELP
IMPROVE
INSTRUCTI
ONS
Evaluation
Instruction
TRADITIONAL
SUPERVISION
RESPONSIBILITY
CLINICAL
SUPERVISION
SUPERVISION
Between
Teachers
and
Supervisor
Supervisor’
s
Responsibil
ity

25. PHASES OF
CLINICAL
SUPERVISION

26. PLANNING
OBSERVATION
ANALYSIS
FEEDBACK
REFLECTION

27. PLANNING
The supervisor and supervisee
collaborate to set clear objectives and
goals for the supervision. These goals
may include specific clinical skills to
develop, cases to review, or areas for
improvement.
The supervisor explains the supervision
process, including the frequency and
format of meetings, feedback
mechanisms, and evaluation criteria.

28. OBSERVATION
The supervisor observes the teacher's
instructional practice during a scheduled
classroom session. This phase involves
active data collection, including note-
taking, video recording, or other means of
capturing the teacher's actions and
interactions in the classroom.

29. ANALYSIS
Analyzing the data and information collected
during the clinical supervision process is a
critical aspect of ensuring its effectiveness in
improving teaching practices and student
learning outcomes
Pay attention to both quantitative and
qualitative data, such as student engagement
levels, teacher-student interactions,
instructional strategies employed, and student
outcomes.

30. FEEDBACK
Following the classroom observation, the
supervisor and teacher meet to discuss
the observed lesson. The supervisor
provides constructive feedback based on
the collected data, highlighting strengths
and areas for improvement.

31. REFLECTION
The teacher reflects on their own
teaching practice, considering the
feedback provided by the supervisor.
They may also share their own insights
and reflections on the lesson.
Together, the supervisor and teacher
develop an action plan that outlines
specific steps and strategies for
addressing the identified areas for
improvement. This plan may include
professional development opportunities

32. FUNCTIONS OF ADMINISTRATION IN INSTRUCTIONAL PROGRAM

33. Administrators often
work closely with
curriculum developers
and instructional
specialists to ensure that
the curriculum aligns
with educational
standards and meets the
institution's goals and
objectives.
Curriculum
Development

34. Administrators are responsible for planning and organizing instructional
programs. They set the academic calendar, determine class schedules,
allocate resources, and establish policies and procedures related to the
program's implementation.
Program
Planning

35. Resource
Allocation
Administrators allocate resources,
including budgetary funds, personnel,
and facilities, to support the
instructional program.

36. Hiring and
Staffing Administrators are typically involved in the
recruitment, selection, and hiring of
instructional staff, including teachers,
instructors, and support personnel. They
ensure that the program is staffed with
qualified and capable individuals.

37. Parent and Community
Engagement
Administrators often serve as a bridge
between the school and the community. They
communicate with parents and stakeholders
about the instructional program's goals,
progress, and achievements and seek their
input and support.

38. FUNCTIONS OF ADMINISTRATION IN INSTRUCTIONAL PROGRAM

39. PURPOSES OF ADMINISTRATION IN INSTRUCTIONAL PROGRAM
Administrators are
responsible for setting the
strategic direction of the
instructional program. They
establish clear goals and
objectives, align the program
with the institution's mission,
and create a vision for
educational excellence.
Policy
Development
Administrators create and
implement policies and
procedures that govern the
operation of the instructional
program. They ensure that
these policies are in
compliance with educational
standards and legal
requirements.
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40. PURPOSES OF ADMINISTRATION IN INSTRUCTIONAL PROGRAM
ators are
ble for setting the
direction of the
nal program. They
clear goals and
s, align the program
institution's mission,
ate a vision for
nal excellence.
Policy
Development
Administrators create and
implement policies and
procedures that govern the
operation of the instructional
program. They ensure that
these policies are in
compliance with educational
standards and legal
requirements.
Legal and
Regulatory
Compliance
Administrators ensure that
the instructional program
complies with all relevant
laws, regulations, and
accreditation standards. They
are responsible for
addressing legal and
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41. PURPOSES OF ADMINISTRATION IN INSTRUCTIONAL PROGRAM
Policy
velopment
trators create and
ent policies and
res that govern the
n of the instructional
m. They ensure that
policies are in
nce with educational
ds and legal
ments.
Legal and
Regulatory
Compliance
Administrators ensure that
the instructional program
complies with all relevant
laws, regulations, and
accreditation standards. They
are responsible for
addressing legal and
Administrators are
responsible for maintaining
and enhancing the quality of
teaching and learning within
the instructional program.
They set high standards for
academic excellence and
ensure that the program
continually strives for
improvement.
Quality Assurance

42. PURPOSES OF ADMINISTRATION IN INSTRUCTIONAL PROGRAM
egal and
gulatory
mpliance
ators ensure that
ructional program
with all relevant
regulations, and
ion standards. They
responsible for
g legal and
Administrators are
responsible for maintaining
and enhancing the quality of
teaching and learning within
the instructional program.
They set high standards for
academic excellence and
ensure that the program
continually strives for
improvement.
Quality Assurance

43. PURPOSES OF ADMINISTRATION IN INSTRUCTIONAL PROGRAM
rators are
ble for maintaining
ancing the quality of
and learning within
ructional program.
t high standards for
c excellence and
that the program
lly strives for
ment.
lity Assurance
The purpose of administration in an instructional
program is to provide leadership, organization,
and support to ensure that the program meets its
educational goals, serves the needs of students,
and operates efficiently and effectively within the
broader educational context.