Supervision and Education

Topics: Education, School, Teacher Pages: 9 (1714 words) Published: May 15, 2014


Supervision and Education

EDU 532

January 30, 2011

Supervision today is complicated by a number of factors, including diversity of conceptions of supervisionand good teaching, mandates from the state level, and tensions between teachers and administrators supervisors. According to the Encyclopedia Britannica Online, instructional supervisionnarrows the focus to a more limited set of responsibilities, namely, supervision for theimprovement of instruction.Supervision emerged slowly as a distinct practice, always in relation to the institutional, academic, cultural, and professional dynamics that have historically generated the complex agenda of schooling.The roles and titles of supervisory personnel vary among the school systems of the nation. Supervisionis defined in this text as a service provided to teachers for the purpose of improving instruction, with the student as the ultimate beneficiary. A supervisor is a trained auxiliary or staff person whose primary function is the provision of service according to a conceptual model. The model presented in this chapter portrays the supervisor as fulfilling the roles of coordinator, consultant, group leader, and evaluator within the domains of instructional, curricular, and staff development. The supervisor should possess personal traits that will enable him or her to work harmoniously with people and sufficient knowledge and skills to perform all functions effectively. Leadership, interpersonal, and communications skills appear to be especially important to successful supervision. Supervisors should possess a judicious mix of technical, managerial, and human relations skills (Encyclopedia Britannica Online).

Sidhu G. K. (2010). Formative Supervision of Teaching and Learning: Issues andConcerns for the School Head.
In this article it talks about formative supervision of teaching and learning it talks about how it is often said that school heads are sense makers of learning organizations. In such an equationschool heads must ensure that improved student learning becomes the primary function of all schools. Supervisors must hold teachers accountable for providing qualityeducation that puts forward well planned curricular and teaching strategies that take into considerationthe diverse needs of all kinds of learners in their classroom. In the teaching and learning agenda, the school supervisors are usually the school heads, senior assistants to the school head, instructional lead teachers, department heads, and master teachers. Formative supervision is a process whereby the school administrator assists the classroom teacher to improve his or her teaching instruction to enhance student learning. Sidhu (2010) also states, that there are three main types of supervision: directive, non-directive and collaborative. Directive supervision role is to inform, direct, model, and assess those competencies. Non-directive supervision is based on the premise that learning is basically a private experience and therefore teachers must have the ability to conduct self-reflection and come up with their own strategies and solutions to improving their teaching and learning process. The supervisor’s role is to listen and not be judgmental. Finally, collaborative supervisor’s role is to be an active member of the interaction process and guide the problem-solving process and help make teachers make decisions on their common problems. In conclusion, school heads need to include teachers in the loop of training and supervision in order to create cultures of collaboration, inquiry and reflection in order to enhance the teaching and learning process in schools.

Ehren M.C.M (2008).The Relationship between School Inspections, School Characteristics and School Improvement.British Journal of Educational Studies.

In this article it talks about school supervision focuses on the quality of education, educational standards, the management...
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