Course title: Educational management & Supervision

Course code: 6502

Units: 5-9
Submitted to: Khalid Mahmood
Submitted by: Namra Fatima
Level: MA/M. Ed.
Department: Secondary Teacher Education Department
Semester: Spring
Session: 2021
Roll no: CA548568
Registration no: 17PNL05172
 Question no #1
Differentiate between direct instructions, monitoring and modeling.
According to your opinion which techniques works better in secondary
school students.
Direct Instructions Direct Monitoring Direct Modeling
Definition
Direct Instruction (DI) is a monitoring involves teachers Modeling is an extremely
model for teaching that moving around the useful teaching tool that
emphasizes well-developed classroom, being aware of should be used as often as
and carefully planned how well or poorly. students possible. Modeling is
lessons designed around are progressing with their a teaching strategy where a
small learning increments assignments, and working teacher explicitly shows the
and clearly defined and with students one-to-one as students how to complete an
prescribed teaching tasks. needed. activity or assignment before
the students begin.

Purpose
The main purpose of the Models are representations
monitoring activity is to that can aid in defining,
The purpose of direct
collect information that will analyzing, and
instruction is to help people
inform and facilitate communicating a set of
learn. The goal of
improvement in classroom concepts. System models are
instructional designers is to
practice. It is essential that specifically developed to
make learning easier,
the information is recorded support analysis,
quicker, and more enjoyable.
in an agreed, consistent specification, design,
manner which will allow the verification, and validation
results from different of a system, as well as to
experiences to be sensibly communicate certain
collated. information.

Characteristics
➢ Scripted Lesson Plans ➢ ➢
Consistency in inclusion of Each model has built up
➢ Signal-based teachers key dimensions based on particular learning
➢ Skill focused: Skills are ➢ Strong instruments for theory.
taught in sequence until outcome measurement ➢ Creation of congenial
students have them➢ Comparison points learning environment in the
automated. ➢ Adequately powered classroom.
➢ Appropriate pacing: teacher- samples ➢ Effective interaction
directed instruction followed➢ Longitudinal designs. between the teacher and
by small collective or students.
individual learning activities ➢ Planned use of appropriate
strategies.
 Types
There are two types of direct The three major types are These three models of
instructions education are
➢ Compliance monitoring
➢ Explicit teaching ➢ Diagnostic monitoring ➢ Human capital theory
➢ The hunter model ➢ Performance monitoring ➢ Rights discourses
➢ The capability approach
Examples
Presenting a video or film to A study of whether students An example of model is
students could be considered have mastered the content of when you build a small-scale
a form of direct instruction. the textbooks, or a report on airplane.
whether the teachers have
changed their teaching
strategies.

According to my opinion which techniques works better in secondary school

students
Direct modeling is an effective, quick, and straightforward way to explore ideas and design
variations, especially in the creative phase of a design project. On the other hand, parametric
modeling is a systematic, mathematical approach to 3D design. The complexity of parametric
modeling requires extensive training and learning, and it can take years to master parametric
modeling software. In comparison, it’s easier to pick up and learn direct modeling, or Shapr3D,
specifically.
Direct modeling is when students show exactly what is happening in the problem, using
manipulatives or pictures, to solve. Direct modeling is a powerful strategy that provides a
foundation for the more advanced strategies that follow.
A student who uses a direct modeling strategy will represent each number in the problem using
manipulatives (including fingers) or by drawing a model on paper. In this case, the child
follows closely the structure of the story in the problem and models each item and the actions
or relation- ship affecting these items.
Research has showed that modeling is an effective instructional strategy in that it allows
students to observe the teacher's thought processes. Using this type of instruction, teachers
engage students in imitation of particular behaviors that encourage learning.
The report, which looked at more than 200 pieces of research, found that there were six main
elements to great teaching and one of the most important ones was subject knowledge. It may
seem obvious, but the report found that the best teachers have a deep knowledge of their
subject, and if that falls below a certain point it has a “significant impact” on students’ learning.
Targeted help for teachers, giving them an understanding of particular areas where their
knowledge is weak, could be effective.
Praise can do more harm than good
The wrong kind of praise can be harmful for students, the report found. A number of studies
conducted by education experts, including Carol Dweck professor of psychology at Stanford
University and Auckland University professors John Hattie and Helen Timperley, have
observed this.
Deborah Stipek, the dean of the Stanford Graduate School of Education, said that praise is
meant to be encouraging but it can actually “convey a teacher’s low expectations”. Stipek said
that if a pupil’s failure was met with sympathy rather than anger then they were more likely to
think they had done badly due to a lack of ability.
The report adds the caveat that the findings are open to interpretation, however, as teachers can
do things well or badly, and some methods are not appropriate in all circumstances.
Instruction matters
The quality of teaching has a big impact on the achievement of students from poorer
backgrounds, and effective questioning and assessment are at the heart of great teaching. This
involves giving enough time for children to practice new skills and introducing learning
progressively. Defining effective teaching isn’t easy, the report conceded, but research always
returns to the fact that student progress is the yardstick by which teacher quality should be
assessed.
Teacher beliefs count
The reasons why teachers do certain things in the classroom and what they hope to achieve has
an effect on student progress. Mike Askew, the author of Effective Teachers of Numeracy,
found that beliefs about the nature of math’s and what it means to understand it, along with
teachers’ ideas about how children learn and their role in that process, was an important factor
in how effective they were.
Question No # 2
Discuss the role of libraries and instructional materials to improve the
teaching learning process in classroom. Highlight the importance of
budgeting to manage learning resources in school set up?
Library
A library is fundamentally an organized set of resources, which include human services as well
as the entire spectrum of media (e.g., text, video, hypermedia). Libraries have physical
components such as space, equipment, and storage media; intellectual components such as
collection policies that determine what materials will be included and organizational schemes
that determine how the collection is accessed; and people who manage the physical and
intellectual components and interact with users to solve information problems.
Role of libraries to improve teaching learning process
Over the years, many libraries have supported education efforts by providing teaching
resources, information and referral services. A more active approach has been taken by libraries
offering educational classes or one-to-one tutoring programs. Many libraries have outreach
programs designed to meet the needs of specific groups of people with limited educational
skills. Library resource materials are distributed to the institutionalized, including those in
prisons, hospitals, rehabilitation centers, and group homes for the elderly and disabled.
Libraries serve at least three roles in learning.
First, they serve a practical role in sharing expensive resources. Physical resources such as
books and periodicals, films and videos, software and electronic databases, and specialized
tools such as projectors, graphics equipment and cameras are shared by a community of
users. Human resources--librarians support instructional programs by responding to the
requests of teachers and students and by initiating activities for teachers and students.
Responsive services include maintaining reserve materials, answering reference questions,
providing bibliographic instruction, developing media packages, recommending books or
films, and teaching users how to use materials In these ways, libraries serve to allow
instructors and students to share expensive materials and expertise.
Second, libraries serve a cultural role in preserving and organizing artifacts and ideas. Great
works of literature, art, and science must be preserved and made accessible to future
learners. Although libraries have traditionally been viewed as facilities for printed artifacts,
primary and secondary school libraries often also serve as museums and laboratories.
Libraries preserve objects through careful storage procedures, policies of borrowing and
use, and repair and maintenance as needed.
Third, libraries serve social and intellectual roles in bringing together people and ideas.
This is distinct from the practical role of sharing resources in that libraries provide a
physical place for teachers and learners to meet outside the structure of the classroom, thus
allowing people with different perspectives to interact in a knowledge space that is both
larger and more general than that shared by any single discipline or affinity group.
Browsing a catalog in a library provides a global view for people engaged in specialized
study and offers opportunities for serendipitous insights or alternative views.
In addition, some libraries offer programs for groups at risk for education-related problems.
After-school and summer educational programs have sought to encourage young people to
become employable, contributing members of the community and generally to raise their self-
esteem. Strategies have included homework help sessions, peer tutoring, and peer-group
reading sessions.
Instructional material
Instructional materials are the content or information conveyed within a course. These include
the lectures, readings, textbooks, multimedia components, and other resources in a course.
Role of instructional material to improve teaching learning process
Instructional materials represent teacher's primary teaching resource, providing the basis for
the content of lessons, a balance of skills taught, and also the kinds of language practice
students take part in. In many situations, instructional materials serve as a supplement for the
teacher's instruction.
Instructional materials are essential tools in learning every subject in the school curriculum.
They allow the students to interact with words, symbols and ideas in ways that develop their
abilities in reading, listening, solving, viewing, thinking, speaking, writing, using media and
technology.
Instructional materials make learning more interesting, practical, realistic and appealing. They
also enable both the teachers and students to participate actively and effectively in lesson
sessions. They give room for acquisition of skills and knowledge and development of self-
confidence and self- actualization.
The importance of budgeting to manage learning resources in school
In a school, budget helps the principal and staff to develop plans for future and staff to develop
plans for future syllabus, instructional procedures, guidance services and student activities as
it helps in allocating expended funds for labour, facilities and administration programmes,
activities and projects.
Through the use a budget as a standard, the school ensures that programmes are implemented
according to set plans and objectives. The actual performance is measured against budgeted
performance. Secondly, a budget facilitates proper administration of financial revenues and
other school resources. A budget is the basis for accounting for funds spent to achieve
educational objectives. The budget also inspires confidence in the parents, education officials
and the school community about the school’s leadership and general management.
Budgeting creates a spending plan for your money and can help ensure there is always enough
money to pay for food, bills, and other expenses. Having a budget is a good tool to avoid credit
card debt and promotes saving. Creating an emergency fund is important and this should equal
three to six months expenses.
School budgets allow districts to translate sometimes intangible missions, operations and
objectives into reality by outlining and providing specific programs and funding/financial
terms. A school budget helps bridge the gap that can exist between a district's stated goals and
resource allocation.
The principal of the schools should be responsible for the preparations of the budget document.
However, the head teachers need to consult the other relevant authorities and departments. The
budget therefore should be a result of corporate efforts of all those concerned with the needs
of their children.
Budgeting is important aspects that have and should be used in every activity. Some of
this importance include;
a) Budgeting helps to ensure that we have correct estimates of revenue and expenditure.
b) Budgeting help us to spend as budgeted, that is, expenditure will be as per the budget.
c) Budgeting helps institutions to meet their objectives.
d) Budgeting forms the basis of accounting and therefore institutions become more efficient.
e) Budgeting makes it possible to provide equitable allocation of resources.
f) Budgeting helps to determine the quality and quantity of services in the institution or in an
organization.
g) The budget itself confers authority to administrators or head teachers to collect and to spend
money appropriately and effectively.
h) The budget ensures economic use of resources and for the appropriate projects that are
needful to be funded.
i) Budgeting helps education institutions to achieve the purpose expected by the society.
j) Budgeting also cautions administrators or head teacher against unrealistic optimisms. In other
words, it helps to check on the kind of decisions that are made by the administrators.
k) A budget also forms the basis of future budgets. The plan of a budget will help to formulate
and plan for the future budgets.
l) The budget will help in coordinating different units and departments towards general goals
of the school.
Question no # 3
Critically examine the need and uses of different kind soft school’s records
which are used at secondary level?
Concept of School Records:
In the school the emphasis must shift from examination to education. Teachers and children
should concentrate on the real purpose of the school and take examination in their stride. Much
greater credit can be given to the actual work done by the students from day-to-day, of which
careful and complete records should be maintained. Moreover, in assessing his progressed and
his position, factors other than academic achievement should be given due weight his social
sense, initiative, truthfulness discipline, co-operation leadership etc.
Objectives and need of School Records:
1. To help the school:
(i) To locate each pupil quickly.
(ii) To have available the facts significant about each pupil.
(iii) To explain and remove undesirable conditions.
(iv) To find if all legal requirements are met.
(v) To determine if any administrative or other changes are desirable.
2. To help the Class-room Teacher:
(i) To known pupils when the school year begins.
(ii) To determine what work a pupil is capable of doing.
(iii) To provide learning activities suitable to each pupil.
(iv) To formulate a basis for the intelligent guidance of pupils.
(v) To explain the behavior characteristic or unhappy conditions of any pupil.
(vi) To make possible the development of unusual capacities or exceptional talents.
3. To help the Pupil:
(i) To receive fair consideration in his classification.
(ii) To do his best in making a good record.
(iii) To make a progress in accordance with his ability.
(iv) To secure development of his natural capabilities.
(v) To secure transfer of correct information to other schools when desired.
(vi) To receive proper adjustment and guidance.
School records can be broadly classified under the following:
1. General Records:
(i) School Calendar, (ii) Log Book, (iii) Visitors’ Book, (iv) Service Registers, (v) Admission
and Withdrawal Register, (vi) Transfer Certificate Book,
2. Financial Records:
(i) Acquittance Roll, (ii) Contingency, (iii) Contingent Order Book, (iv) Free Collection
Register, (v) Abstract Register of Fees, (vi) Bill Register
3. Educational Records:
(i) Pupils Attendance Register, (ii) ‘Teachers’ Attendance Register, (iii) Class Time-Table, (iv)
General Time-table, (v) Teacher’s Monthly Programme of Work, (vi) Cumulative Records.
4. Equipment Records:
(i) Stock Book of Furniture and School Appliance, (ii) Library Catalogue, (iii) Accession
Register, (iv) Issue Books, Register of Newspapers and Magazines received, (v) Stock and
Issue Register of Sports Material.
5. Correspondence Records:
(i) ‘From’ and ‘To’ Registers, (ii) Peon Book, (iii) Memo Book, (iv) Notes File of Department
Orders, (v) Register of Casual Leave Granted.
Used at secondary level
Exams and essays along with speeches and projects are forms of assessment. Assessment is a
critical step in the learning process. It determines whether or not the course's learning objectives
have been met. A learning objective is what students should know or be able to do by the time
a lesson is completed.
Student learning at secondary level
Assessment is a key component of learning because it helps students learn. When students are
able to see how they are doing in a class, they are able to determine whether or not they
understand course material. Assessment can also help motivate students. If students know they
are doing poorly, they may begin to work harder.
Teaching
Just as assessment helps students, assessment helps teachers. Frequent assessment allows
teachers to see if their teaching has been effective. Assessment also allows teachers to ensure
students learn what they need to know in order to meet the course's learning objectives. students
failed the exam. Perhaps she may need to try a different teaching strategy, or perhaps she did
not spend enough time on difficult material.
 Frequency and Feedback
Assessment is designed so that students understand their progress towards course goals and
modify their behavior in order to meet those goals. In order to do that, assessment should be
ongoing. In other words, classes that use one or two exams a term are not using assessment as
effectively as it could be used. In order for students to gain a true representation of their
understanding, frequent assessment is critical, and it should be accompanied with feedback.
Creating a Formative Assessment
The best way to prepare pre-service teachers for their future career is with hands- on learning
that they can apply to their lives. After completing this lesson on assessment, there is no better
way to have students practice their new skills than by creating their own assessment.
With this in mind, students will create some type of formative assessment that evaluates the
content covered in this lesson. Encourage students to be creative. Remember, a good formative
assessment is quick, provides feedback for the teacher and students and evaluates a small chunk
of knowledge. Examples of formative assessments include: exit cards, 3-2-1 tickets, quick
write, sticky note discussion, short quiz, thumbs up/down, etc.
Question no # 4
Explain functions and responsibilities of school administration?
School administration
School administration involves the management of all school operations, from creating a safe
learning environment to managing the school budget. School administrators could also be
superintendents, who help oversee multiple schools in a district. Administration includes
Management, Organization, Operation and. Supervision of an educational institution. Usually
includes all. institutional functions other than teaching.
Functions of School Administration
Educational administrators work in schools, but not as teachers. They are responsible for
overseeing the administrative duties at schools from preschool through post-graduate levels.
An educational administrator ensures a safe and productive learning environment for the
students and faculty at their institution.
Decision Making in Respect of Finance:
It has been revealed from the research findings of a noted economist that the educational system
must contribute to national economy by improving human and material resources in the long
run.
Provide Adequate Physical Facilities:
The educational administration has to pay deep insight with the problems of provision and
maintenance of the school plant, equipment’s, play materials, library, hostel building and other
co-curricular activities etc. Because without this facility the administration of any educational
programme will never be a successful one.
 To Make the Learner Active in the Educational Programme:
It is an established fact in the modern educational theory and practices that the child or educed
is the central figure of every educational programme. To actualize this, it should be the
responsibility of educational administration to frame rules for admission and promotion for the
students.
Development of Human Personality:
As educational administration is a process of human relationship it is much more influenced
and controlled by the various factors that are essential for having smooth administration of an
educational programme. These are: philosophical, psychological, sociological, historical and
political.
To Keep and Maintain Co-Operation with the Society:
As education is imparted in a social institution to the social elements it should keep relationship
with the society. It is the function of educational administration to co-operate with the members
of the society in their programme as well as need their co-operation while organizing an
educational programme.
Some other functions are:
➢ Evaluate and standardize curriculum and teaching methodologies
➢ Recruit, hire, dismiss, and train staff
➢ Communicate with families
➢ Lead practices for achievement of high academic standards
➢ Meet with administrative communities, superintendents, and school boards as well as
local, state, and federal agencies
➢ Monitor financial affairs, including budgets and purchasing of school expenses
➢ Conduct teacher and staff evaluations to ensure proper implementation of curriculum
➢ Represent and maintain school image and reputation
➢ Adjudicate appropriate discipline for delinquent students
➢ Support faculty with training, enrichment, and goal-setting
➢ Complete job functions on computers using online communications, spreadsheets,
word processors, and other automated tools
➢ Communicate with parents regarding failing grades or disciplinary issues
➢ Supervise care of the facility for safety and quality of physical condition
➢ Ensure compliance with local, state, and federal standards
➢ Attend school-related events on weekends and evenings
➢ Prepare for the upcoming school year during the summer
Responsibilities of School Administration
Specific duties and responsibilities of school administrators are listed below.
Leadership
❖ The school administrator, in consultation with staff, establishes goals and directions for the
school and leads staff to work cooperatively toward the achievement of these goals and
directions.
❖ The school administrator fosters a professional learning community. The school
administrator works toward participatory decision-making involving all staff.
Management
❖ The school administrator is responsible for the deployment of staff and resources
effectively and efficiently as appropriate to the school and the learning of all students.
❖ The school administrator is responsible for the evaluation of student performance and the
clear communication of such information according to established and known criteria.
❖ The school administrator is responsible for a non-threatening and safe environment for all
students and staff in school and /or at school related functions.
❖ The school administrator is responsible for the overall maintenance of the school grounds
and school buildings.
❖ The school administrator monitors all activities at the school and keeps records according
to divisional requirements.
❖ The school administrator maintains a budget and is responsible for all expenditures of
school and base budget funds.
Personnel
❖ The school administrator supervises and assesses the performance of staff fairly and
effectively, providing formative and summative assessment of staff performance as
directed by the superintendent.
❖ The school administrator, under the direction of the assistant superintendent of human
resources, assists in staff recruitment, selection and induction.
Curriculum/Programs/Services
❖ The school administrator, under the direction of the assistant superintendents, takes
responsibility for implementation, supervision, coordination, and evaluation of all
programs and services offered to the students.
Communication
❖ The school administrator provides for effective communication and interaction with staff,
students, parents, community and the superintendent’s department.
❖ The school administrator strives to have all communication promote the understanding of
educational goals to staff, students, parents and community.
Divisional Role
❖ The school administrator articulates divisional goals and policies as appropriate to staff,
students, parents and community
❖ The school administrator participates in divisional decision-making and in the formulation
of divisional practices and procedures.
Professionalism
❖ The school administrator actively pursues personal professional growth.
❖ The school administrator supports and encourages the development of leadership capacity
for all teachers.
❖ The school administrator supports the development of teacher candidates (i.e., student
teachers).
Question no # 5
Discuss the scope of CIPP model in evaluation. critically examine the pros
and cons of using this model for evaluation of our educational system?
CIPP model in evaluation
CIPP is an acronym for Context, Input, Process, and Product. The CIPP model was created in
the 1960s by Daniel Stufflebeam [1] and is considered a decision-oriented model
that systematically collects information about a program to identify strengths and
limitations in content or delivery, to improve program effectiveness or plan for the future of
a program.

The scope of CIPP model in evaluation

The CIPP Model (Context, Input, Process, and Product) can be used for both type of
evaluation, summative and formative. The most important thing about this model is that it
provides the holistic view of every element by evaluating context, input, process and output
from each and every angle.
One of the strengths of CIPP model is, especially, that it is a useful and simple tool for helping
evaluators produce questions of vital importance to be asked in an evaluation process.
Evaluators can determine lots of questions for each component of the CIPP model.
It is considered a decision-oriented model that systematically collects information about a
program to identify strengths and limitations in content or delivery, to improve program
effectiveness or plan for the future of a program.
By moving through each of the four areas, programs can identify important components to
assess where touch points for revision are located. Starting with context evaluation, evaluators
examine the resources and background within the program, such as the scope of the evaluation
and supports the program has in place. Looking at overarching goals, exploring background
information and cultural context are all components included during this stage. Once the goals
are assessed, evaluators can move into the input evaluation stage of the model.
During the input evaluation stage, review focuses on identifying the key stakeholders and
examining the program budget. This stage also collects information about planning and
strategies for implementation including human resources and timeline. During the third stage
of process evaluation, the activities of the program are assessed with the focus on continuous
improvement-what is being done, is it being done well and what needs to be addressed for
change?
Finally, evaluators using CIPP measure the outcomes of the program and how effectively those
outcomes are being addressed. They can ask: what is the impact and how sustainable is the
program link is external As depicted, governing all of the stages is the mission or core values
of the program to continually refer to during each stage of evaluation.
Pros of CIPP model for evaluation
• The model was not designed with any specific program or solution in mind; thus, it can
be easily applied to multiple evaluation situations.
• Its comprehensive approach to evaluation can be applied from program planning to
program outcomes and fulfillment of core values.
• The model is well established and has a long history of applicability. CIPP allows for
evaluations to occur from the planning to outcome stages of an evaluand, allowing for
iterative development during the design and build. This holistic approach shows
evaluators that they need not wait until the completion to evaluate.
• Adapts well to carrying out evaluations on any scale (projects, programs, organizations)
• An organizing framework, not a lockstep linear process
• Sensitive to needs of decision makers
• Systems approach – encourages a systems view of projects and programs
• CIPP repair offers many advantages over traditional methods. The very fact that there
is no excavation needed, makes it more cost effective, less time consuming, and
environmentally friendly.
• There is no waste to dispose of. Pipes can be repaired underground with no damage to
any buildings, concrete, or landscaping.
Cons of CIPP model for evaluation
• The model could be said to blur the line between evaluation and other investigative
processes such as needs assessment.
• It is not as widely known and applied in the performance improvement field as other
models.
• Sometimes, badly damaged pipes are too far gone for CIPP to be an option. There may
be no choice but to dig to get to the root of the problem. Moreover, weather can play a
big role as well. If it is an especially cold or rainy day, the curing process could take
much longer than it would on a hot, sunny day.
• The epoxy lining used in CIPP repair follows the alignment of the host pipe so it will
not correct any structural defects. In addition, any roots or debris found in or around
the original pipes, must be removed before installation. Unfortunately, this could
increase the cost of the repair.
• From a theoretical perspective the model is complete, robust and egalitarian, though It
is also idealistic and dependent on unique situations. Its critics contend that a number
of situations exist in practice which prevent evaluations from running smoothly, most
notably the politics occuring within and between departments and organizations and
 therefore often present in the creation (and consequently the evaluation) of a learning
space.
• The equity provided to all stakeholder groups, together with the requirement of input
from them, means that the process of evaluation can be slow, costly and complex.
CIPP is not an infallible system, but rather a model to be used by an evaluator. The responsibil
ity and accuracy of any evaluation is determined by decisions of the organisation conducting it
, not the model itself. CIPP provides a way to gain evidencebased data with which to validate
findings and develop a clearer understanding of the process and problems encountered when
creating learning spaces.
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