1|P age

MANUAL OF INSTRUCTIONAL
SUPERVISION

Developed by:
Dr. Bryant C. Acar
Mr. Cesar A. Restauro Jr.
Dr. Eduardo F. Omaña
Dr. Elaine F. Perfecio
Dr. Gilda G. Bancog
Dr. Judith B. Abellaneda
Dr. Juvelyn P. Otero
Dr. Quirico B. Sumampong
Dr. Roland V. Villegas
Consultants:
Dr. Maria Jesusa C. Despojo
Mr. Misael G. Borgonia
Dr. Benjamin D. Tiongson
Dr. Cristito A. Eco

Dr. Salustiano T. Jimenez

Regional Director

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PREFACE
This Manual on Instructional Supervision contains the legal bases,

scope, organizational structure, and functions and responsibilities of

instructional supervisors. It presents the distinct features of the supervisory

approaches, and how the types of the supervisory visit are done. It also sets

out the phases and cycle of instructional supervision and details the

standards on what the instructional supervisors do as they conduct

instructional supervision, with the corresponding means of verification. It

defines monitoring and evaluation processes, provides relevant

tools/templates to ensure proper implementation of instructional

supervision, and underscores the utilization of M and E results.

This manual serves as a guide to all instructional supervisors (master

teachers, department heads, school heads, public schools district

supervisors, and education program supervisors), as they oversee, equip and

empower teachers to provide meaningful learning experiences to learners.

This will be updated as the need arises to keep abreast of the needs of the

end-users.

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Table of Contents
Page Number
Preface 3

Rationale 5
Legal Bases 6
Scope 8
Definition of Terms 9
Framework 13
Organizational Structure 18
Functions and Responsibilities 19
Features of Supervisory Approaches 24
Types of Visits 25
Cycle of Instructional Supervision 27
Procedure 30
Observe the Observer Process 35

Monitoring and Evaluation 40

References 46

ANNEXES
Annex 1 Sample Classroom Observation Script 48
Annex 2 Instructional Supervisory Plan 55
Annex 3 Monitoring & Evaluation Tools 57

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I. Rationale
DepEd Region VII’s mantra "Sa Siete Una ang Bata Pirme" inspires
education leaders to trigger the enthusiasm and passion of teachers in the
delivery of instruction as an offshoot of effective instructional supervision
(IS), a potent factor in improving learning outcomes.

Instructional supervision is a school-based supervision performed by

the school heads, principals, department heads, master teachers, assigned
public schools district supervisors and education program supervisors aimed
at providing guidance, assistance, support, feedback, and continuous
assessment to help teachers improve the learning situation and quality of
learning in schools. It is a primordial responsibility of school heads
articulated in RA 9155, which likewise empowered them to make decisions
that would result in the achievement of instructional goals. Their key role is
to ensure an enabling and supportive environment for effective teaching and
learning to happen (DO 24, s. 2020). Meantime, it is the crucial role of highly
proficient teachers to provide support and mentor their colleagues, to
enhance their learning and practice (DO 42, s 2017).

Further, IS is a mandate to all Public Schools District Supervisors. They

are expected to provide guidance to school heads and coach them towards
the improvement of instructional supervision practices. The performance of
their instructional supervision responsibilities is further demanded in the
improvement of ALS instruction. Indeed, education leaders must have the
instructional supervision capacity to enforce the daily tasks of teachers
putting premium on the delivery of instruction to achieve desirable learning
outcomes. They should continuously find ways to harness the capabilities of
teachers to reflect on their practices, learn more about what they do and
why, and develop professionally, to better serve our learners, eventually,
realizing the goals of “Sulong Edukalidad”.

The results of the recent survey conducted in 2021 to selected

instructional leaders across 19 Schools Division Offices affirmed the
importance of instructional supervision, but the respondents necessarily call

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for standard processes for guidance to check and balance the impact of
instructional supervision. The need is further established in the consultation
conducted during the MIS validation in October 2021 as school heads and
other instructional supervisors per governance level expressed their views on
the weight of MIS in establishing a nurturing environment as they help
teachers improve instructional delivery. It was also noted that coming up
with IS standards would strengthen the instructional supervision capacity of
the instructional supervisors as they would be guided on what to do, how to
do it, and where to go in terms of instruction, plus the confidence they would
bring with them knowing they are on the right track. Thus, the Manual of
Instructional Supervision (MIS) is a must-have in the performance of their
instructional supervisory roles and functions.

This prompted the Office, through the Curriculum and Learning

Management Division, to spearhead the development and adoption of MIS to
capacitate every instructional leader in the field. Through this, our school
leaders can perform significantly their role of smoothly conducting
instructional supervision to teachers. Likewise, divisions, districts, and
schools will be guided on the process preventing the duplication and
overlapping of roles in the different levels of governance. More importantly,
this Manual will be a conversant guide to our instructional managers and
supervisors in providing instructional supervision towards effective delivery
of instruction and improved learning outcomes.

II. Legal Bases and Guiding Principles

II.1. Legal Bases
This Manual of Instructional Supervision is guided by the following
laws and DepEd issuances:

a. 1987 Constitution, Art. XIV:

Sec. 1 “The State shall protect and promote the right of all citizens to
quality education at all levels and shall take appropriate steps to make
such education accessible to all;”

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Sec. 4 “The State recognizes the complementary roles of public and private
institutions in the educational systems and shall exercise reasonable
supervision and regulation of all educational institutions.”
b. R.A. No. 7836, Art. II, otherwise known as the “Philippines
Professionalization Act of 1994”, prescribes to adopt the Code of Ethics
for Professional Teachers, Sec 2, Article IV of the said Code, “Every
teacher shall uphold the highest possible standards of quality education,
shall make the best preparations for the career of teaching, and shall be
at his best at all times and in the practice of his profession.”

c. R.A. 9155 otherwise known as the “Governance of Basic Education Act

of 2001”, provides the framework for decentralizing the governance of
education to the field. Hence then, the Department of Education is
mandated to empower all schools and learning centers to effectively
address access and quality issues in basic education.
d. D.O. No. 36, s. 2013, “Our Department of Education Vision, Mission
and Core Values”, enacts the official adoption of the Department of
Education Vision, Mission and Core Values (DepEd VMV).
e. D.O. 52, s. 2015 or the “New Organizational Structures of the Central,
Regional, and Schools Division Offices of the Department of Education”,
ensures that DepEd as an organization delineates the duties, functions,
and responsibilities in each level of governance to deliver the relevant,
responsive and effective basic education curriculum around which all
other strands and offices will provide support.
f. D.O. 42, s. 2017 or “National Adoption and Implementation of the
Philippine Professional Standards for Teachers”, articulates what
constitutes teacher quality in the K to 12 Reform through well-defined
domains, strands, and indicators that provide measures of professional
learning, competent practice, and effective engagement.
g. D.O. 24, s. 2020 or “National Adoption and Implementation of the
Philippine Professional Standards for School Heads”, sets out clear
expectations of school heads so they can better perform their roles in

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schools, including the improvement of teacher quality and through this,

learner achievement.

h. D.O. 25, s. 2020 or National Adoption and Implementation of the

Philippine Professional Standards for Supervisors, sets out clear
expectations of supervisors to better perform their roles, including the
improvement of teacher and school head quality, and through this,
learner achievement.

II.2 Guiding Principles

There are a number of guiding principles which govern the operation of
instructional supervision. These principles can be gleaned from the works of
Burton and Brueckner (1955), Wiles (1967), Harris (1975), Nwaogu (1984):
Hall (1997) They include the following:
1. Supervision of instruction is directed toward both maintaining and
improving the teaching-learning of the school. Supervision is highly
instruction related.
2. The instructional supervisor’s role is that of supporting, assisting
and sharing, rather than directing the teacher.
3. Good instructional supervision is based on philosophy and science.
This implies that supervision has to be sensitive to the ultimate aims
and values, to policies with special reference to their adequacy in
education and should be permeated with the experimental attitude,
and engage constantly in re-evaluation of aims and values, of
policies, of materials and methods.
4. Good instructional supervision is based-upon the democratic
philosophy. This entails:
a. respect for personality and individual differences;
b. basing supervision upon the assumption that teachers are
capable of growth;
c. providing opportunity for the cooperative formulation of
policies and plans;

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d. stimulating initiative, self-reliance, and individual

responsibility on the part of all persons in the discharge of
their duries;
e. cooperatively, determining functional groupings, with flexible
regroupings as necessary, and inviting specialists when
advisable.
5. Good instructional supervision will employ scientific methods and
attitudes, utilize and adapt to specific situations, scientific findings
concerning the learner, the learning process and the nature and
development of personality.
6. Good instructional supervision will constantly derive and use data
and conclusions, which are more objective, more precise, more
impartial, and more organized.
7. Good instructional supervision will be creative and not prescriptive.
8. Good instructional supervision is judged by the results it secures.
9. Good instructional supervision will enlist the cooperation of all.
10. Good instructional supervision is flexible.
11. Good instructional supervision strives to enhance the job
satisfaction of teachers and also improve their morale.
12. Good instructional supervision proceeds by means of an orderly
planned and executed series of activities.

III. Scope
This manual is an innovation of the Department of Education, Region
VII where Instructional Supervisors are tasked to manage and supervise the
delivery of instruction with the end goal of improving learning outcomes.
This Manual of Instructional Supervision is intended to guide the
instructional supervisors in the provision of instructional supervision to all
public elementary and secondary schools of the 20 Schools Division Offices.
However, private schools have the option to utilize the manual.
The manual is set to be fully implemented effective school year 2023-
2024.

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Key persons are essential in the implementation of this manual which

will start with the issuance of the memorandum by the Regional Office
through CLMD. This will signal the SDOs through CID, to conduct
orientation on the utilization of MIS and the creation of ISME teams
composed of Education Program Supervisor, Public Schools District
Supervisor, and School Head. The preparation of Annual Instructional
Supervisory Plan and M and E plan by the IS Managers and Supervisors
follows and this shall be communicated to the teachers. The Annual
Instructional Supervisory Plan will be implemented as scheduled considering
the timeline indicated in the manual. Then provision of instructional
supervision starts based on the Instructional Supervisory Plan, strictly
following the procedure. The effectiveness of the MIS and its implementation
shall be monitored and evaluated for adjustment.

IV. Definition of Terms

ALS implementers. Persons engaged either by DepEd, local government
units (LGUs), or non-government organizations (NGOs) to deliver ALS
programs to out-of-school children, youths and adults. These include mobile
teachers, district ALS Coordinators, and Education Program Specialist II in
ALS.
Classroom Observation. Formal or informal observation of teaching
conducted by IS that takes place in a classroom or other learning
environment. Its purpose is to provide teachers with constructive critical
feedback aimed at improving their classroom management and instructional
techniques.
Classroom Observation Tool (COT). Designed to capture a snapshot of a
teacher’s instruction during a single classroom observation
visit. Instructional Supervisors use the data collected to guide their coaching
efforts with teachers.
Collaborative Supervision. An approach to supervision where the
instructional supervisor and teacher exchange ideas and agree upon a
course of action.

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Community Learning Center. A place where the ALS learners visit to review
learning progress with their teacher and collect modules and assignments.

Directive Supervision. An intensive and informational approach of

instructional supervision used for teachers whose pedagogical competence,
conceptual thinking, and work-related commitments need enhancement.

External Instructional Supervisors. Persons who provide technical

assistance to the Internal Instructional Supervisors. They are the CLMD and
CID Chiefs, Regional and Division Supervisors.
Feedback Giving. A two-way process where teachers learn insights from the
Instructional Supervisors’ suggestions and vice versa. It is about mutual
understanding, respecting each other’s opinions, and learning from each
other’s experiences when done in the right way and with the right
intentions, leading towards outstanding performance.
Focus Group Discussion (FGD). A validation procedure done after the
monitoring and evaluation to gather information, validate data and reports
and exchange discussion, and provide counsel to the members included in a
round table or formal/informal conference.
Key Informant Interview (KII). A validation procedure done after the
monitoring and evaluation through a one-on-one interview with the IS
monitor and IS provider being observed to validate or ask further questions
relevant to the classroom observation results.
Highly Proficient Teachers. Master teachers who consistently display a
high level of performance in their teaching practice. They manifest an in-
depth and wide understanding of the teaching and learning process.
Internal Instructional Supervisors. They are master teachers, head
teachers, department heads, and school heads who provide direct
instructional supervision to teachers including school-based ALS Teachers,
while public schools district supervisors provide instructional supervision to
all community-based ALS Implementers. They conduct frequent
observations of classroom instruction and provide feedback about
instructional practices and their impact on students.

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Instructional Learning Outcomes. The totality of information, knowledge,

understanding, attitudes, values, skills, competencies, or behaviors a
learner should master.
Instructional Managers. They are those in charge of the management and
supervision of the MIS Implementation.
Instructional Supervisors. They are the master teachers, department
heads, school heads, public schools district supervisors and education
program supervisors who directly or indirectly provide instructional
supervision to the teachers, guiding them in instruction to make them as
effective as possible.
Instructional Supervision. This refers to all efforts of instructional
supervisors towards providing supervision to teachers and other educational
workers to ensure the implementation of educational mission in the
improvement of instruction.
Invitational Visit. Instructional supervision done through classroom
observation upon teacher’s invitation.
IS Monitor. Refers to the head teacher, teacher-in-charge, school head,
PSDS, and EPSvr monitoring the instructional supervisors in compliance to
the standards and functions set during the pre-to-post implementation of
instructional supervision.
M and E Plan. A plan prepared by the IS Monitors to ensure the effective
implementation of the MIS and Instructional Supervision.
Manual of Instructional Supervision. A document that provides
instructions or guidelines on how to perform an activity and serves as a
reference on the activity, specifically in providing instructional supervision.
This contains the introduction, legal bases, scope and limitations,
framework, organizational structure, approaches, and monitoring and
evaluation.
Monitoring and Evaluation. A process that involves planning, preparing,
monitoring, evaluating, analyzing, and interpreting results to provide
technical assistance to the IS Providers and Monitors.

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Non-directive Supervision. An approach to supervision where teachers

come up with their own solutions to teaching problems and have the freedom
to express and clarify their ideas.
Organizational Structure. Refers to the line of authority of functions and
responsibilities in the implementation of MIS.
Pre-observation Tool. A tool or template that the teacher accomplishes in
consultation with the instructional supervisors before the actual classroom
observation happens.

Regional MIS Focal. The designated Regional focal (CLMD Education

Program Supervisor) who will be responsible in the monitoring and
evaluation of the implementation of the Manual of Instructional Supervision
in the Schools Division Offices.

Scheduled Visit. Instructional supervision done through classroom

observation which follows a schedule agreed by the IS and the teacher.
SDO MIS Focal. Designated SDO focal or the CID Chief who is responsible
in the monitoring and evaluation in the implementation of the Manual
Instructional Supervision in the Division level.
Self-assessment Tool. A tool for assessing teachers’ performance. This
serves as a starting point for informal purposes of self-reflection to clarify
performance expectations and determines which competencies to focus on.
Teacher. A person who teaches learners, provides education or facilitates
learning either in school or in a designated community learning center. They
benefit from an outside perspective on their practice and glean ideas for
better instruction from the feedback of an instructional supervisor.
TA Plan. A plan of action that is prepared after the monitoring to provide
help and guide to the IS providers on areas that require improvement during
pre-implementation, implementation, and post-implementation phases.
Unscheduled Visit. Instructional supervision done through classroom
observation by the IS without the knowledge of the teacher to confirm or
validate teachers’ performance.

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V. Instructional Supervision Framework

This manual is anchored primarily on the Governance and Basic
Education Act of 2001 (RA 9155), which provides the framework of
governance of basic education and establishes authority, accountability, and
responsibility in all governance levels, for achieving higher learning
outcomes. It featured the principle of shared governance where every unit in
the education bureaucracy has a particular role, task and responsibility
inherent in the office. All those roles and functions are geared towards the
delivery of quality basic education. The realization of this is dependent upon
quality teaching and instructional supervision, which are the primary
function of teachers, and school heads respectively. As instructional
supervisors, school heads have the authority, responsibility, and
accountability for promoting quality teaching and learning. They are
empowered to make decisions based on the need and the context of the
learners they served. In line with this, DepEd issued DO 24, s. 2020, which
recognized the crucial roles of school heads in delivering quality education,
thus, articulated the professional practice expected of a quality school, for
them to perform better, particularly that of improving teacher quality and,
eventually, learners’ achievement. Further, it upheld that quality student
learning is contingent upon quality teachers, who are supported by quality
school leaders, as teachers alone cannot bring about sizeable changes.
Likewise, DO 42, s. 2017, recognized the crucial role of teachers in
developing holistic learners, and that good teachers are vital to raising
student achievement. Further, it stated the crucial roles of master teachers
(highly proficient teachers) in coaching and mentoring their co-teachers to
improve instruction.
DO 25 s. 2020 cited the supervisors’ key role in upgrading education
quality at the regional, division, or school levels, including the improvement
of teacher and school head quality through creating an enabling and
supportive environment by providing technical assistance to principals.
Schools and learning centers are the core of the delivery of quality basic
education to all learners. To ensure the quality of learning delivery, teachers

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need to be properly guided and motivated to seek out new opportunities to

learn. At the same time instructional supervisors should act as learning
catalysts, teacher motivators, and knowledge sharers through instructional
supervision, as reflected in Figure 1.

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Enabling schools to effectively deliver instructions entails effective

instructional supervision. Schools are more competitive and engaged when
teachers are capacitated, well-guided and properly supervised and quality
student learning is dependent upon the quality of teachers who are
supported by excellent school leaders. In other words, when a school’s
instructional capacity is strengthened, teaching becomes more effective,
thus, the delivery of quality basic education is ensured. This will eventually
address the issue on quality, particularly on the students’ learning outcomes
which were highlighted by the education secretary as the biggest lingering
challenge of basic education in the country, the reason why Sulong
Edukalidad was launched.

Instructional supervision is one of the most significant roles of

instructional leaders. It is a complex process that involves working with
teachers and other educators in a collegial, collaborative relationship to
enhance the quality of teaching and learning within schools (Beach and
Reinhartz, 2000). It entails careful planning and preparation which includes
knowledge of the strengths and limitations of the teacher, grade and subject
handled, performance level and others. From these, a blueprint on what to
do and how to do it shall be generated, and continuous technical assistance
shall be provided to achieve proficiency levels in their practice.
Instructional Supervision is contextual. It can be done through
Directive Supervision, Collaborative Supervision and Non- directive
supervision. Directive supervision is an intensive and informational
approach of instructional supervision used to teachers whose pedagogical
competence, conceptual thinking, and work-related commitments need
enhancement. Collaborative supervision is generative and relational, through
which teachers create their own answers, and experience freedom and self-
competence. In this approach, the instructional supervisor and teacher
exchange ideas and agree upon a course of action. While non-directive
supervision is an approach to supervision where teachers come up with their
own solutions to teaching problems and have the freedom to express and
clarify their ideas. The three approaches work best for the specific set of

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teachers depending on their capabilities and professional developmental

needs.
During an unprecedented crisis, teaching complexity increases which
demand more assistance and support from instructional supervisors.
Instructional supervisors may be external or internal to schools and CLCs.
External instructional supervisors provide technical assistance, monitor and
evaluate, and utilize data gathered as basis for policy formulation. Internal
instructional supervisors provide instructional supervision to all teachers.
They are dynamic and flexible in responding to the instructional needs and
deficiencies of teachers. Instructional supervisors serve as a bridge that
supports and sustains efforts, leading to achieving teachers’ personal and
professional objectives from the start of IS until the time she is ready for
another big learning experience.
Instructional supervision serves as a mechanism to evaluate and
validate teachers’ performance of the expected professional competence,
especially during pandemic where the delivery of quality education must
persist. It is an excellent way of monitoring how teachers deliver instruction,
perform pedagogies, and provide innovation or intervention in their
respective classes. M and E results form the basis for modification of
interventions and assessing the quality of activities being conducted. It can
also be used to demonstrate that program efforts had a measurable impact
on expected outcomes and have been implemented effectively. Further, IS
provides an effective feedback mechanism to improve teaching and learning
performances. Effective feedback provides information to teachers to
diagnose and solve teaching problems, and help them understand their
strengths and limitations, that can be used to help shape the teaching. When
the supervisee manifests improvement, and evaluation results are
remarkable, they shall now transition for the next level of learning
development which can be a change of supervisory approach, involvement in
a learning circle, and other form of instructional support.
The roles and responsibilities of instructional supervisors may vary but
whether such responsibility is within the school, the district, division or

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region, their ultimate goal is to bring out the best in each teacher because
every child deserves a champion. Teachers must continuously be motivated,
harnessed, updated and capacitated for them to effectively address the
challenges that may arise in the implementation of various Learning Delivery
Modalities. Eventually, this creates a positive influence on the performance
of students and will improve learning outcomes.

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VI. Organizational Structure

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VII. Functions and Responsibilities

VII.1. Region

VII.1.1 Regional Director

• performs oversight functions in the implementation of the
Instructional Supervision in the region.

VII.1.2 Assistant Regional Director

• assists the Regional Director in overseeing the implementation of

Instructional Supervision in the region.

VII.1.3 CLMD Chief

• provides objective feedback and technical inputs based on

consolidated needs assessment;
• leads the CLMD team in conducting Monitoring and Evaluation
(M&E); and
• provides technical assistance toward effective Instructional
Supervision.

VII.1.4 Regional Supervisor

• coordinates with other functional divisions in conducting
monitoring and evaluation of Schools Division Instructional
Supervision Plan implementation;
• analyzes and interprets the results to identify appropriate
interventions;
• prepares reports on the progress of the technical assistance
provided; and
• submits reports on Instructional Supervisory strategies
implemented by Schools Divisions for policy recommendations.

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VII.2. Division

VII.2.1 Schools Division Superintendent

• manages the effective and efficient implementation of the
Instructional Supervisory Manual to ensure quality in the delivery of
basic education services.

VII.2.2 Assistant Schools Division Superintendent

• assists the School’s Division Superintendent in managing the

effective and efficient implementation of the Instructional
Supervisory Manual.

VII.2.3 CID Chief

• provides objective feedback and technical inputs based on

consolidated needs assessment;
• leads the CID team in conducting Monitoring and Evaluation (M&E)
in coordination with the School Governance and Operations Division
(SGOD);
• provides technical assistance toward effective Instructional
Supervision;
• presents to management reports on the progress of technical
assistance provided to districts and schools; and
• submits reports arising from monitoring and evaluation results in
the provision of technical assistance.

VII.2.4 Division Supervisor

• prepares Instructional Management and Supervisory Plan;

• conducts monitoring and evaluation of districts and schools
Instructional Supervisory Plan implementation;
• analyzes and interprets the results to identify appropriate
interventions;
• coordinates with the PSDS in implementing interventions related to
instructional supervision to arrive at a technical assistance plan.

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• prepares reports on the progress of the technical assistance

provided;
• submits reports on Instructional Supervisory strategies
implemented by districts and schools for policy recommendations.

VII.3. District
VII.3.1 Public Schools District Supervisor (PSDS) to School Heads
• provides guidance and instructional supervision to school heads to
improve instructional supervisory practices.
• assesses the situation of schools to ensure an enabling environment
in the delivery of quality learning instruction;
• monitors and evaluates schools’ instructional supervisory plans
implementation to identify strengths and competency development
needs;
• coaches the school head in implementing interventions related to
instructional supervision.
• gathers result of assessment reports per school, per subject area and
analyze performance gaps to pinpoint causes and possible
interventions to address the gap;
• coordinates with the EPS concerned to arrive at a technical
assistance plan.; and
• prepares and submits reports to CID on the results and progress of
the technical assistance being provided to the schools for policy
recommendations and management ‘s consideration.

VII.3.2 PSDS to ALS Implementers

• identifies the strengths and competency development needs of

community-based ALS teachers as basis for provision of
instructional supervision;
• prepares and implements instructional supervisory plans to improve
ALS instruction;

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• provides district and community learning centers with relevant and

timely services through the conduct of instructional supervision;
• monitors and evaluates the instructional delivery of ALS
implementers to improve learning outcomes;
• establishes a conducive physical environment to ensure maximum
delivery of quality instruction among ALS learners; and
• establishes strong collaboration with stakeholders to sustain
access to quality instruction and resources.
Note: For SDO’s without PSDS, the EPS/coordinators/cluster heads duly designated
by the SDS will perform the functions and responsibilities of the PSDS including that
of ALS.

VII.3.3 Education Program Specialist for ALS (EPSA)

• assists the PSDS in coordinating activities on ALS programs &

projects; instructional supervision; monitoring & evaluation and
provision of technical assistance to ALS Learning Facilitators (Mobile
Teachers, DALSCs, Literacy Volunteers, Instructional Managers,
Facilitators) at the District level.
• provides technical assistance, support and guidance to community-
based ALS Teachers.

VII.4 School
VII.4.1 School Head
• provides guidance and instructional supervision to Master
teachers/ teachers/school-based ALS teachers by observing and
gathering data on their strengths and competency development
needs;
• monitors and evaluates teachers in the delivery of instructions;
• gathers result of assessment reports per subject area and analyze
performance gaps to pinpoint causes and possible interventions to
address the gap;
• coordinates with the PSDS concerned to arrive at a technical
assistance plan.

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• coaches the teachers in implementing interventions towards

improved instructional delivery.
• prepares and submits reports on the results and progress of the
technical assistance provided to the teachers.

VII.4.2 Master Teacher

• provides guidance and instructional supervision to teachers
including school-based ALS to improve instructional delivery;
• introduces new and innovative modes of instructional learning
delivery to achieve higher learning outcomes.
• monitors and evaluates the teachers in the delivery of instruction;
• gathers results of assessment reports to analyze performance gaps
to pinpoint causes and possible interventions to address the gap.
• coordinates with the School Head concerned to arrive at a technical
assistance plan.
• prepares and submits reports on the results and progress of the
technical assistance being provided to the teachers.

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VIII. Features of Supervisory Approaches

This manual focused on the three supervisory approaches
namely: directive supervision, collaborative supervision and non-directive
supervision. The three approaches work best for the specific kind of teachers.
As is the case with strategies, the decision on what to employ depends on the
result of teacher’s needs assessment. The distinction among the approaches
is not always clear cut although they are categorized for the purposes of this
document.

Table 1

Matrix of Instructional Supervision Approaches

INSTRUCTIONAL SUPERVISION APPROACHES

Features Directive Collaborative Non-directive
Competency Organizing and Applying Consolidating and
• Teacher I-III Developing Integrating

• Master Developing and Consolidating and Discriminating

Teacher I-IV Applying Integrating
Definition Instructional Supervisor and teacher Teacher performs
supervisor exchange ideas and instructional activity
consistently guides the agree on a course of with minimal
teacher action supervision

Benefits Supervisor presents Both supervisor and Skilled questioning of

alternatives for teacher teacher present their the supervisor triggers
to choose from views the teacher in decision-
making

Cycles of Pre-observation conference, Actual Observation and Post-observation

Supervision conference

Types of Visits Scheduled, Unscheduled, Invitational

Frequency of At least At least twice in a At least once per

Visits twice a month quarter quarter

Level of IS Close and continuous Participatory Minimal

Provision

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IX. Types of Visits

There are three types of visits which an instructional supervisor can
choose from in conducting instructional supervision. It can be scheduled,
unscheduled and invitational. Following are action steps specific for each
type of visit which will guide the school heads, master teachers, department
chairs (Master Teachers/head teachers), and public schools district
supervisor in conducting instructional supervision:

Table 2
Types of Visits

TYPES SUPERVISORY APPROACHES

OF DIRECTIVE COLLABORATIVE NON-DIRECTIVE
VISITS
Identifies /recognizes the strengths and needs of the teacher based on the
relevant data (assessment result, RPMS, classroom observation records,
SAT/COT/FGD, etc.)

Prepares list of teachers arranged according to developmental needs

SCHEDULED

(numerical rating, indicator etc.)

Prepares schedule prioritizing the topmost in the list.

Calls identified teachers for a meeting and present the schedule.

Makes adjustment as needed and finalize the schedule.
Provides each teacher with the copy of the schedule.
Conducts Directive Conducts collaborative Conducts non-directive
Instructional instructional instructional
Supervision (DIS) based supervision as supervision as
on the timetable scheduled. scheduled.

Identifies /recognizes the strengths and needs of the teacher based on the
relevant data (assessment result, RPMS, classroom observation records,
etc.).
Disseminates the Disseminates the Disseminates the
UNSCHEDULED

conduct of conduct of conduct of

unscheduled DIS to unscheduled CIS to unscheduled nDIS to
teachers through a teachers through a teachers through a
school memo. school memo. school memo.
Prepares the schedule of classroom observation
Keeps the schedule.
Conducts Directive Conducts Collaborative Conducts Directive
Instructional Instructional Instructional
Supervision (DIS) Supervision (CIS) Supervision (n-DIS)
without the knowledge without the knowledge without the knowledge
of the teacher. of the teacher. of the teacher.
Manual of Instructional Supervision
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Identifies /recognizes the strengths and needs of the teacher based on the
relevant data (assessment result, RPMS, classroom observation records,
etc.).
Disseminates the Disseminates the Disseminates the
conduct of invitational conduct of invitational conduct of invitational
INVITATIONAL

DIS to teachers CIS to teachers through nDIS to teachers

through a school a school memo. through a school
memo. memo.
Prepares for teacher’s invitation.
Keeps record of the teachers who have sent invitation.
Finalizes the Classroom Observation Matrix (COM) and enters it to the
Instructional Supervisory Plan.
Prioritizes invitational observation on top of all the activities for the day.
Conducts Directive Conducts Collaborative Conducts Non-Directive
Instructional Instructional Instructional
Supervision (DIS) based Supervision (CIS) based Supervision (n-DIS)
on the invitation list on the invitation list based on the invitation
and preferred time. and preferred time. list and preferred time.

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X. Cycle of Instructional Supervision

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X.1. Phase 1 – Start Up. This phase will start with the identification of the
strengths and needs of teachers which can be generated from the teachers
needs assessment like the Self-Assessment Tool (SAT), performance rating,
pupils’ outputs, assessment results, teacher’s supervisory needs form and the
like. Based on the consolidated data on teachers’ needs and strengths,
supervisory approach and type of visit appropriate for the certain group of
teachers can now be determined. Further, it is also at this stage when the
teacher will know if the purpose of the visit is diagnostic, support intervention,
follow up or a celebration and that the teacher is now ready to embark on
another supervisory activity.
X.2. Phase 2- Actual Instructional Support. This specifies the supervisory
activities that may occur on–site or online. Whatever the supervisory
approach is, and the type of visit agreed upon, provision of instructional
supervision follows a cycle which includes Pre- Observation conference,
Actual Observation and Post-conference. The cycle continues until the
teacher is ready to embark to another milestone such as change in
supervisory approach, style or support intervention strategies.
X.2.1. Pre-observation. This shall be done at least a day before the
classroom observation. The instructional supervisor provides the teacher with
the pre-observation tool to accomplish before planning the lesson and confers
with the teacher which indicators shall be observed. He/she guides and
collaborates with the teacher in planning the lesson like competency to be
developed, materials to be used, strategies to be applied, processing questions
to be asked and assessment to be employed that measures learning. After the
careful planning, the teacher shall be able to determine what and how to do
it and points out as well what is expected from the learners. They shall also
discuss possibilities that might happen during the lesson to elicit ways to
address them and should plan a way to document what will transpire during
the lesson.
X.2.2. Actual Observation. The instructional supervisor visits the
classroom to observe instruction and should sit ideally at the back portion
not only to have a wide view of the room but to minimize distraction and

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anxious feeling, too. For the online mode of instruction, the IS may join the
online class or physically observe the teacher conducting the online class
with utmost observance of netiquette. He/She makes notes of the
observations based on what was discussed at the pre-conference as it takes
place, including the desired behaviors of the teacher and learners,
developmental points, and actions. Learners’ participation and achievement
must be considered too, to check the impact of learning. Likewise, noting
what decisions were made, what went well, and what could be done
differently is a must as they are good bases of what steps to take during the
post conference.
X.2.3. Post Observation. Like the pre-observation conference, the post
observation conference is a fundamental part of the classroom observation
process. The sooner this is done, the better, to maximize the information
gathered with less effort of recalling what transpired. This shall take place in
the office or in any place where the teacher and IS are comfortable. As much
as possible, no classes shall be compromised for this.

In this step, the instructional supervisor congratulates the teacher. IS

sets the conversation-like mode where the teacher is given the opportunity
to reflect on his/her teaching and shares his/her impressions and
assessment of the lesson. He/She provides constructive feedback using
supportive and encouraging language to build up confidence. The pre-
observation tool shall be looked into, to check if the plan was implemented
or not and discuss why. Eventually, the connection between student
achievement and teaching behavior can be deduced.

X.2.4. Approaches in the Conduct of Instructional Support

X.2.4.1. Directive Supervision is an intensive and informational
type of instructional supervision used to teachers whose pedagogical
competence, conceptual thinking, and work-related commitments need
enhancement. This is recommended for use especially to the newly-hired
teachers, who are still adapting to the new environment of the frequently-
changing educational landscape of the public-school system and to the

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teachers who have been in the system but whose level of pedagogical
competence necessitates guidance.

Table 3
Procedure in the Conduct of Directive Supervision

Cycles of Supervision
(To be performed by the Instructional Supervisors) MOVs/Documents Needed
Pre-observation
1. Identifies /recognizes the strengths and needs of the Accomplished RPMS, Teachers
teacher based on the relevant data. Observation Form, Recommendation
of School Head
2. Comes up with the short list of teachers needing this List of Teachers Needing DIS
approach of Instructional supervision.
School Memorandum
3. Informs the identified teachers on the indicators for
class observation thru a school memorandum.
4. Holds conference with the identified teachers and Pre-observation Conference Notes
agrees with them on the purpose and schedule for
observation of classes.
5. Requests the teachers to accomplish the pre- Accomplished Pre-observation Form
observation form.
6. Identifies the competency to be observed based on MELCs, CBOW
the Competency-Budget Outlay of the Week (CBOW)
7. Discusses with the teacher on what pedagogical Learners’ Profile, Pre-observation
strategy/ies to be employed in the development of Conference Notes
the lesson and appropriate learning assessment
8. Deliberates on the use of Differentiation of Pre-observation Conference Notes
Instruction considering the types of learners there
are in the classroom
9. Prepares the schedule of observation and enters it Filled out ISP
into the Instructional Supervisory Plan (ISP).
10. Culminates the Pre-Observation Conference with an Pre-observation Conference Notes
inspiring maxim
Actual Observation
11. Holds brief observation conference with the teacher Conference Notes
12. Reviews the Pre-Observation Conference Notes Pre-observation Conference Notes
13. Starts the class observation using the Class Actual observation Conference Notes
Observation Tool (COT).
14. Gathers all relevant observations while the Accomplished COT
instructional engagements are in progress.
15. Invites the teacher for a post conference at the office Conference Notes
during free period.
Post Observation
16. Holds Post-Observation Conference with the teacher Post-observation Conference Notes
Observed
17. Commends teacher for the successful lesson delivery Conference Notes
18. Asks the teacher which part of the lesson needs Conference Notes
improvement.
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19. Provides technical assistance on how the areas Pre-observation Conference Notes
specified by the teacher could be improved
20. Informs the teacher on the overall results of the COT
actual observation

X.2.4.2. Collaborative Supervision - an approach to supervision

where the instructional supervisor and teacher exchange ideas and agree
upon a course of action.

Table 4
Procedure in the Conduct of Collaborative Supervision

Cycles of Supervision

(To be performed by the Instructional Supervisors) MOVs/Documents Needed

Pre-observation
1. Identifies /recognizes the strengths and needs of Pupils Assessment Result, Pupils
the teacher based on the relevant data. Outputs, RPMS,
2. Comes up with the short list of teachers needing List of Teachers
Collaborative Instructional supervision.
Memorandum
3. Informs the identified teachers on the indicators
for class observation thru a school memorandum.
4. Holds conference with the identified teachers and Meeting Notes, Observation
agrees with them on the purpose and schedule for Schedule
observation of classes.
5. Requests the teachers to accomplish the pre- Pre-observation form
observation form.
6. Identifies the competency to be observed based MELCS, CBOW
on the Competency-Budget Outlay of the Week
7. Discusses with the teacher on what pedagogical Learners Profile, Pre-observation
strategy/ies to be employed in the development of Notes
the lesson and appropriate learning assessment
• Allows teacher to explain how to teach the lesson.
• Notes opportunities for improvement.
• Asks questions leading to the improvement of
lesson delivery.
• Notes the improvements cited by the teacher.
8. Deliberates on the use of Differentiation of Pre-observation Notes
Instruction considering the types of learners
there are in the classroom.
9. Gives enough time for the teacher to finalize the Accomplished pre-observation form
pre-observation form.
10. Prepares the schedule of observation and enters Schedule of Observation,
it to the Instructional Supervisory Plan (ISP). Instructional Supervisory Plan
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11. Culminates the Pre-Observation Conference with Conference notes

an inspiring maxim

During Observation
12. Holds brief observation conference with the Conference Notes
teacher
13. Establishes an encouraging atmosphere.
14. Reviews the Pre-Observation Conference Notes Conference notes, Pre-observation
and pre-observation form. form

15. Signals the start of the class observation using COT

the Class Observation Tool (COT).
16. Gathers all relevant observations while the Accomplished Observation Form,
instructional engagements are on progress. Observation Notes
• Notes what went well and what needs to be Observation Notes
improved.
• Highlights opportunities for improvement. Observation Notes
• Consolidates all observations for the post Observation Notes
conference.
• Validates some pupils’ outputs available. Observation Notes
• Invites the teacher for a post conference at the
office during free period.
Post Observation
17. Holds Post-Observation Conference with the
teacher observed
18. Commends teacher for the successful lesson Observation Notes
delivery.
19. Provides an opportunity for teacher to recognize Observation Notes
and share his/her strengths and limitations.
Observation Notes
20. Identifies what factors lead to teacher’s success.
Observation Notes
21. Clarifies the instructional needs of the teacher.
Observation Notes
22. Analyzes and shares significant observations.
23. Clarifies identified opportunities for Observation Notes
improvement.
• Allows teacher to think of better ways to deliver Notes
the lesson.
• Affirms teacher’s creativity.
Observation Notes
24. Agrees on what to do next.
Schedule
• Schedules the next visit.
• Ends the conference with a motivating message.

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X.2.4.3 Non-directive Supervision

Teachers come up with their own solutions to teaching problems

and have the freedom to express and clarify their ideas. They are those who
consistently seek professional advancement and relevance in pursuit of
teaching quality and excellence.

Table 5
Procedure in Conducting Non-directive Supervision

Cycles of Supervision MOVs/Documents Needed

(To be performed by the Instructional Supervisors)

Pre-observation
1. Identifies /recognizes the strengths and needs of Pupils Assessment Result, Pupils
the teacher based on the relevant data. Outputs, RPMS,
2. Comes up with the short list of teachers needing List of Teachers
Instructional supervision.
3. Informs the identified teachers on the indicators Memorandum
for class observation thru a school
memorandum.
4. Holds conference with the identified teachers and Meeting Notes, Observation
agrees with them on the purpose and schedule Schedule
for observation of classes.
5. Requests the teachers to accomplish the pre- Pre-observation form
observation form.
6. Identifies the competency to be observed based MELCs, CBOW
on the Competency-Budget Outlay of the Week
(CBOW)
7. Discusses with the teacher on what pedagogical Notes
strategy/ies to be employed in the development of
the lesson and appropriate learning assessment
8. Deliberates on the use of Differentiation of Notes
Instruction considering the types of learners
there are in the classroom
9. Prepares the schedule of observation and enters Schedule of Observation,
it to the Instructional Supervisory Plan (ISP). Instructional Supervisory Plan
10. Culminates the Pre-Observation Conference with Conference notes
an inspiring maxim
Actual Observation

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11. Holds brief observation conference with the Conference Notes

teacher
12. Reviews the Pre-Observation Conference Notes.
13. Starts the class observation using the Class COT
Observation Tool (COT).
14. Gathers all relevant observation while the Accomplished Observation Form,
instructional engagements are on progress. Observation Notes
15. Invites the teacher for a post conference at the
office during free period.
Post Observation
16. Holds Post-Observation Conference with the
teacher Observed
17. Commends teacher for the successful lesson Observation Notes
delivery.
18. Allows teachers to describe what transpired Observation Notes
during the actual teaching.
19. Reinforces the actions of the teacher. Observation Notes
20. Allows the teacher to propose the next steps for Observation Notes
the continuing improvement of instructional
activities using varied strategies.
21. Reinforces the proposed steps of the teacher. Observation Notes
22. Allows the teacher to set standards for the next Observation Notes
instructional development activity.
23. Negotiates with the teacher on other ways of Observation Notes
finding solutions for the identified instructional
problem and redirects the teacher.
24. Agrees on the next supervisory actions for the Observation Notes
professional growth and development of teachers

X.3. Phase 3 - Closure. This provides a temporary pause to conclude the

specific support intervention activity. In this phase, the teacher will be re-
evaluated based on his/her performance on a particular support
intervention. This will determine whether or not the teacher will embark on
another supervisory activity. When the evaluation result is remarkable an
exit conference may be done to commend the teacher, discuss on possible
learning and development interventions, and agree on what, when and how
to actualize plans. This may end with a celebration of success and sending-
off at the same time as the supervisee transitions to the various activities for
continuous improvement to better performance.

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XI. OBSERVE THE OBSERVER PROCESS (OTOP)

Observing The Observer Process is the art of watching and listening

to the instructional supervisor and making notes on what they are doing well
and what they could do differently. Instructional supervisors need support
also in coaching, mentoring and helping teachers get their task done. The
much-needed support is expected from their immediate superior (PSDS, EPS)
who should be helping them develop their skills, abilities and mindsets to
adapt to the needs of the teachers and to help teachers develop their
strategies and skills. They must guide and collaborate with the teachers in
developing solutions and trigger them to come up with an appropriate
decision for every problem that may arise. This shall be done during the
instructional supervision cycle, by the school heads to the master teacher,
PSDS/EPS (for divisions with no PSDS) to the school heads, and Division
Supervisor to the PSDS. Following are the suggested steps in providing
instructional supervision to the instructional supervisors.

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Table 6
SCHOOL HEAD TO MASTER TEACHER

MOVs/Documents Remarks
Cycles of Supervision Needed (Significant
Observation)
Pre-observation conference
1. Coordinates with the master teacher on the list of Instructional
teachers needing directive/collaborative/non- Supervisory Plan
directive supervision and the schedule of observation
2. Establishes purpose of observation. Memoranda
3. Joins the pre-conference conducted by the master Notes/conference
teacher to the teacher scheduled for observation. notebook/supervisory
plan
4. Observes the processes. Conference notes
5. Notes down the master teacher’s strengths and Conference notes
weaknesses in facilitating the pre-conference.
Actual Observation
1. Holds brief conference with the master teacher.
2. Reviews what is expected in the teaching learning
process
3. Listens and observes the master teacher as
he/she does the following;
a. Goes over the pre-observation form with the Pre-observation
teacher for clarification. Form
b. Give the signal for the teacher to start.
4. Observes the teaching learning process. Observation form
a. Notes what went well and what needs to be
improved.
b. Highlights opportunities for improvement.
c. Consolidates all observations for the post
conference.
Post Observation Conference
1. Joins post-conference conducted by the master
teacher.
2. Observes the process. Notes, Observation
Form
3. Observes and notes down the master teacher’s Notes, Observation
strengths and weaknesses in facilitating the post- Form
conference.
4. Commends the master teacher for the instructional
support provided to the teacher once the teacher is
dismissed.
5. Discusses what went right. Notes, Observation
Form
6. Clarifies what needs to be improved. Notes, Observation
Form
7. Provides input on how to effectively provide
instructional supervision.
8. Thanks the Lord for the day’s undertaking.

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Table 7
PSDS to SCHOOL HEAD as IS Provider

Cycles of Supervision MOVs/Documents Remarks

Needed (Significant
Observation)

Pre-Observation
1. Coordinates with the school head on the list of Instructional
teachers needing directive/collaborative/non-directive Supervisory Plan
supervision and the schedule of observation in school.
2. Establishes purpose of observation/monitoring and Memoranda
evaluation.
3. Joins the pre-conference conducted by the school Notes/conference
head to the teacher scheduled for observation. (optional notebook/supervisory
74
but encouraged) plan
4. Observes the processes. Conference notes
5. Notes down the school head’s strengths and Conference notes
weaknesses in facilitating the pre-conference.
Actual Observation
1.Holds brief conference with the school head.
2. Reviews what is expected in the teaching learning
process
3. Listens and observes the school head as he/she
does the following:
a. Goes over the pre-observation form with the Pre-observation Form
teacher for clarification.
b. Give the signal for the teacher to start.
4.Observes the teaching learning process. Observation form
a. Notes what went well and what needs to be
improved.
b. Highlights opportunities for improvement.
c. Consolidates all observations for the post
conference.
Post-Observation
1.Joins post-conference conducted by the school head.
2. Observes the process. Notes, Observation Form
3. Observes and notes down the school head’s strengths Notes, Observation Form
and weaknesses in facilitating the post-conference.
4. Commends the school head for the instructional
support provided to the teacher once the teacher is
dismissed.
5. Discusses what went right. Notes, Observation Form

6. Clarifies what needs to be improved. Notes, Observation Form

7. Provides input on how to effectively provide

instructional supervision.

8. Thanks the Lord for the day’s undertaking.

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Table 8

PSDS TO SCHOOL HEAD as IS Monitor

Remarks
Cycles of Supervision MOVs/Documents (Significant
Needed Observation)
Pre-observation conference
1. Coordinates with the school head on the list of Instructional
teachers in school needing Supervisory Plan
directive/collaborative/non-directive
supervision and the schedule of observation
2. Establishes purpose of observation. Memoranda
3. Joins the pre-conference with the school head, Notes/conference
conducted by the Master Teacher to the notebook/supervisory
teacher scheduled for observation. (optional plan
but encouraged)
4. Observes the processes. Conference notes
5. Notes down the school head’s strengths and Conference notes
weaknesses in facilitating the pre-conference
with the master teacher.
Actual Observation
1.Holds brief conference with the school head.
2. Reviews what is expected in the teaching
learning process
3. Listens and observes the school head
he/she does the following:
a. Goes over the pre-observation form with the Pre-observation Form
master teacher for clarification.
b. Give the signal for the teacher to start.
4.Observes the teaching learning process. Observation form
5. Notes what went well and what needs to be
improved.
6. Highlights opportunities for improvement.
7. Consolidates all observations for the post
conference.
Post Observation Conference
1. Joins post-conference with the school head,
conducted by the master teacher.
2. Observes the process. Notes, Observation Form
3. Observes and notes down the school head’s Notes, Observation
strengths and weaknesses in facilitating the Form
post-conference with the master teacher.
4. Commends the school head for the
instructional support/guidance provided to the
master teacher.
5. Discusses what went right. Notes, Observation Form
6. Clarifies what needs to be improved. Notes, Observation Form
7. Provides input on how to effectively provide Notes
instructional support and guidance to the
master teacher.

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Table 9
DIVISION SUPERVISOR TO PSDS

Cycles of Supervision MOVs/Document Remarks

s Needed (Significant
Observation)
Pre-observation conference
1. Coordinates with the PSDS on the list of teachers Instructional
needing directive/ collaborative/ non-directive Supervisory Plan
supervision and the schedule of observation in the
district.
2. Establishes purpose of instructional supervision. Memoranda
3. Joins the pre-conference conducted by the PSDS. Notes/conference
(this is optional but encouraged) notebook/superviso
ry plan
4. Observes the processes. Conference notes
5. Notes down the PSDS’s strengths and weaknesses Conference notes
in facilitating the pre-conference.
Actual Observation
1. Holds brief conference with the PSDS/SH.

2. Reviews what is expected in the teaching

learning process.
3. Listens and observes the PSDS as he/she
does the following;
a. Goes over the pre-observation form with the Pre-observation
SH and teacher for clarification. Form
b. Give the signal for the teacher to start.
4. Observes the teaching learning process. Observation form
a. Notes what went well and what needs to be
improve.
b. Highlights opportunities for improvement.
c. Consolidates all observations for the post
conference.
Post Observation Conference
8. Joins post-conference conducted by the SH.
9. Observes the process. Notes, Observation
Form
10. Observes and notes down the PSDSs and SHs Notes, Observation
strengths and weaknesses in facilitating the Form
post-conference.
11. Commends the PSDS for the instructional
support provided to the school head.
12. Discusses what went right. Notes, Observation
Form
13. Clarifies what needs to be improved. Notes, Observation
Form
14. Provides input on how to effectively provide
instructional supervision.
15. Thanks the Lord for the day’s undertaking.

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XII. ISM Stages

These are the stages of ISM implementation which will guide the field
implementers.

XII.1. Pre-implementation Phase (Planning)

1. Conduct Orientation on the Manual of Instructional Supervision
what it is, how and when it is done and the tools to use.
2. Create school/district/division ISM core team.
3. Go over data bank, for the profiling of teachers/schools/districts (CO
Records, QRA, ECD/LitNum Checklist, IPCRF, etc.).
4. Administer (Teachers’ Supervisory Needs Form (MIS Form 2)
5. Group teachers according to their supervisory needs.
5. Prepare timelines of visits.
5. Prepare school/district/division Instructional Supervisory Plan, and M
and E Plan (ISP Form 1,2 & 3 and ISM Form).
XII.2. During Implementation (Practice)

1. Provide Instructional Supervision to:

• Teachers – following the standards.
• SHs, PSDSs, & EPSs – following the Observe the Observer Process.
2. Monitor the implementation of MIS using M and E Forms.
▪ Collect M and E reports.
▪ Consolidate data gathered.
▪ Validate Results.
▪ Analyze and interpret data.
▪ Submit reports.
3. Provide feedback and technical assistance.
4. Monitor and track progress.

XII.3. Evaluation (Transition)

1. Assess the effectiveness of ISM implementation.

2. Recognize and reward excellent performances.
3. Celebrate milestones.
2. Make adjustments/enhancements.
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3. Develop connections between instructional supervision and professional

development where teachers will be introduced to different instruction
supervision support intervention strategies which give them opportunity
to learn as a group or with their colleague (Professional Learning
Community, SLAC, Mentoring, Job Embedded Learning, INSET, Coaching,
FGD, and others).

XIII. Monitoring and Evaluation

XIII.1 M & E Model. Learning is at the core of DepEd’s mandate. In
education, the moment of truth can only occur where LEARNING is taking
place. This occurs in the classroom, school, and/or learning centers for the
most part under the formal education system. As a result, educational
success must be based largely on Learning Outcomes.

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Enablers and outputs are necessary but not sufficient to determine

whether the system is highly performing or not. The pre-implementation,
implementation, and post-implementation stages should all include M and E
in order to guarantee its efficiency and good management. Additionally, its
scope and goal should be well-defined. Each operation is more resistant to
administrative changes when it is integrated systematically starting from the
issuance of the memorandum, conduct of the orientation, establishment of
the monitoring team, development of the M and E plan, conduct of the actual
instructional supervision up to the provision of feedback to effect change in
the practices.
So, in the implementation of the Instructional Supervisory Manual, all
governance levels play a supporting role and should work together in ensuring
that all the Monitoring and Evaluation processes will be operationalized
effectively and efficiently. The M and E System should be looking at the quality
of inputs, processes and outputs as these will enable the IS Monitors to
determine the gaps to better support the IS Providers in effectively improving
the knowledge, skills and attitudes of the teachers in the delivery of
instruction. This leads to increased academic performance. Eventually, the
region’s goal of producing well-rounded, resilient, happy, and smart
individual is attained.

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XIII.2 Monitoring and Evaluation Matrix

Table 8
Monitoring and Evaluation Matrix
Person/s Responsible
What to monitor What tool When to What MOVs How to
to use Who will Who to conduct to require utilize the
monitor monitor (Timeline) results
For guidance
RD, CLMD SDS, CID and clear
Right after the Approved M direction in
SDS, CID PSDS team has been and Plan doing the M
Development of M
created and E
and E Plan
PSDS SH Processes
MIS Form Every 8th week
8.4 RD, CLMD SDS, CID of each quarter
MIS Form Every 6th week
8.3 SDS, CID PSDS of each quarter Collected Inputs for
Data validation
Collection of Data MIS Form Every 5 week
th

8.2 PSDS SH of each quarter

MIS Form Every 5th week
SH MT
8.1 of each quarter
Every First
Week of the
RD, CLMD SDS, CID Succeeding Inputs for
Quarter Results of Analysis
FGD, KII
Every 7th week FGD & KII
Validation of Data
SDS, CID PSDS of each quarter
Every 5th week
PSDS SH of each quarter
Every 2nd Week
of the
RD, CLMD SDS, CID Succeeding
Analysis and Analysis and Interpreted
Quarter Basis for
Interpretation of Interpretatio and analyzed
Every 7th week Technical
Data n data
SDS, CID PSDS of each quarter Assistance
Every 6th week
PSDS SH of each quarter
Every 2nd Week
of the
Consolidated RD, CLMD SDS, CID Succeeding Consolidated
Consolidation of the Strengths Quarter Strengths
Identified Strengths and Every 7th week and Bases for
and Developmental Development SDS, CID PSDS of each quarter Development prioritization
Needs al Needs al needs of TA
Every 6th week
PSDS SH of each quarter
Every 3rd Week
of the
RD, CLMD SDS, CID
Succeeding
Submission of the
Quarter
Consolidated
Every 8th week For
Developmental Needs SDS, CID PSDS
of each quarter Transmittal Discussion
PSDS SH Every 6th week and Filing
of each quarter
IS on
RD, CLMD SDS, CID Identified For
Instructional Development appropriate
Minutes
Supervision on al Needs action across
Note Forms All year round
Identified SDS,CID PSDS provided levels
Developmental Needs
PSDS SH

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XIII.3 Monitoring and Evaluation Tools

Monitoring and Evaluation (M&E) are processes that help improve a

program and organizational performance so that the desired results and
outcomes can be achieved. The monitoring piece of M&E provides detailed
information on assessed activities and where improvements can be made.
The evaluation side refers to the examination of a program to understand
what has been achieved. Hence, the following M& E Tools are created to guide
and assist the IS Providers and Monitors as well as the Regional and SDO IS
Focal:

Table 9
List of Monitoring and Evaluation Tools

MIS Form Title Purpose User/Evalua Person Schedule

No. tor Evaluated

MIS Form 2 TEACHER’S The tool will facilitate the Teacher Teacher Before
SUPERVISORY Needs of the Teacher the Start
NEEDS FORM that can be improved or First
(T1-MT) through Instructional Week of
School Head
Supervision of the Class/SY
School Head or Training.

MIS Form 3 CLASSROOM PRE- This tool shall be used

OBSERVATION during the conduct of
CHECKLIST (p- pre-observation
COC) conference. Sample
(T-MT) questions are also
provided.

MIS FORM 4 CLASSROOM The Tool is UNGRADED Master Teacher During

OBSERVATION and shall only be used to Teacher Classroo
CHECKLIST (COC) track the competencies m
(T-MT) being observed or not School Head Observati
observed as the teacher on
deliver the lesson in the
classroom.

MIS Form MONITORING AND Use for the M&E of IS IS Monitor IS Quarterly
5.1 EVALUATION Provider observing non- Provider
TOOL IN THE directive type of
INSTRUCTIONAL teachers
SUPERVISION OF
IS PROVIDER

(Observing Non-
Directive Teacher)

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MIS Form MONITORING AND Use for the M&E of IS IS Monitor IS Quarterly
5.2 EVALUATION Provider observing Provider
TOOL IN THE collaborative type of
INSTRUCTIONAL teachers
SUPERVISION OF
IS PROVIDER

(Observing
Collaborative
Teacher )

MIS Form MONITORING AND Use for the M&E of IS IS Monitor IS Quarterly
5.3 EVALUATION Provider observing Provider
TOOL IN THE directive type of
INSTRUCTIONAL teachers
SUPERVISION OF
IS PROVIDER

(Observing
Directive Teacher)

MIS Form MONITORING AND Use as M&E in SH MT Quarterly

6.1 EVALUATION Observing the Observer
TOOL IN Process
OBSERVING THE
OBSERVER
PROCESS

(SH to MT)

MIS Form MONITORING AND Use as M&E in PSDS School Quarterly

6.2 EVALUATION Observing the Observer Head
TOOL IN Process
OBSERVING THE
OBSERVER
PROCESS (PSDS to
SH as IS Monitor)

MIS Form MONITORING AND Use as M&E in PSDS School Quarterly

6.3 EVALUATION Observing the Observer Head
TOOL IN Process
OBSERVING THE
OBSERVER
PROCESS

(PSDS to SH as IS
Provider)

MIS Form MONITORING AND Use as M&E in

6.4 EVALUATION Observing the Observer
TOOL IN Process
OBSERVING THE
OBSERVER
PROCESS

(EPS-PSDS)

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MIS Form 7 MONITORING AND Use for the M&E of MIS M&E SDO MIS Quarterly
EVALUATION RO/SDO in the Team of RO/ Focal/IS
TOOL IN THE Implementation of IS and Monitors
IMPLEMENTATION Processes SDO MIS
OF Focal
INSTRUCTIONAL
SUPERVISION
MANUAL AND
PROCESSES

MIS Form 8 SATISFACTION Use to assess the IS Providers IS Quarterly

TOOL IN THE satisfaction of IS Monitors
IMPLEMENTATION providers in the
OF ISM (FOR IS Implementation of IS
PROVIDERS)

MIS Form CONSOLIDATED Consolidated Report of IS Providers Teachers/ Quarterly

9.1 REPORT TOOL IN IS Providers detailing the MT
MONITORING AND CO conducted
EVALUATION OF
INSTRUCTIONAL
SUPERVISION

(FOR IS
PROVIDER)

MIS Form CONSOLIDATED Consolidated Report of IS Monitor IS Quarterly

9.2 REPORT TOOL IN the IS Monitor detailing providers
MONITORING AND M&E conducted
EVALUATION OF
INSTRUCTIONAL
SUPERVISION

(FOR IS MONITOR)

MIS Form CONSOLIDATED Consolidated Report of IS Division IS Quarterly

9.3 REPORT TOOL IN the IS Division Focal/CID Monitors
MONITORING AND Focal/CID Chief Chief
EVALUATION OF
INSTRUCTIONAL
SUPERVISION

(FOR IS DIVISION
FOCAL/CID
CHIEF)

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XIV. References
DECS Order No. 41, s. 1994 (Revised Guidelines on Field Supervision)
DepEd Order No. 81 s. 2003 (Addendum to DepEd Order No. 80, s. 2003:
Guidelines on the Implementation of Salary Upgrading for District and
Education Supervisors)
DepEd Order No. 29, s. 2005 (Focusing the Roles and Functions of Division
Supervisors Towards Improved Educational Outcomes)
DepEd Order No. 52 s. 2015 (New Organizational Structure of the Central,
Regional, and Schools Division Offices of the Department of Education)
DepEd Order No. 19, s. 2016 (Guidelines on the Organizational Structures
and Staffing Patterns of Stand Alone and Integrated Public Senior High
Schools)
DepEd Order No. 42, s. 2017 (National Implementation and Adoption of the
Professional Standards for Teachers)
DepEd Order No. 24, s. 2020 (National Implementation and Adoption of the
Professional Standards for School Heads)
DepEd Order No. 25, s. 2020 (National Implementation and Adoption of the
Professional Standards for Supervisors)
Instructional Supervision: Standards, Procedures and Tools (Basic
Education Sector Reform Agenda Teacher Education and Development –
TWG)
Instructional Supervision and Its Relationship with Professional
Development: Perception of private and government secondary
school teachers in Addis Ababa
https://files.eric.ed.gov/fulltext/ED534226.pdf
Instructional Supervisory Practices and Teachers’ Role Effectiveness in
Public Secondary Schools in Calabar South Local Government Area
of Cross River State, Nigeria EJ1079011.pdf (ed.gov)

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ANNEXES

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Annex 1
Sample Classroom Observation Scripts – DIRECTIVE SUPERVISION
(SCHOOL HEAD)
Cycle of Procedure Documents /MOVs
Supervision

1. Identify/recognize the strengths and needs of • RPMS

the teacher based on the relevant data. • Learners’
Assessment
Results
• CO Results
2. Come up with the short list of teachers • List of Teachers
needing this approach. • School Memo
3. Inform the identified teachers on the • Indicators
indicators for CO thru a school memo. • School Memo
4. Hold Pre-Observation conference with the teacher and set • Minutes
the parameters, purpose, and schedule of CO. • Conference Notes
• Accomplished
Say: Good day Mr./Mrs._______________! How are you today? Pre-Observation
Congratulations for your adherence to your mandates as a classroom Form
teacher and for always demonstrating positivism in the subsequent • Schedule of
undertaking that you will be doing. Today is the beginning of our Observation
collaborative journey towards improving learning outcomes
through your very satisfactory performance in the delivery of
instruction. Will you mind sharing a little about your latest
teaching and learning engagements with your learners?
(Listen to the teacher and note down relevant items in course
Pre- of the sharing), such as:
Observation
• Knowledge/Skills/Attitude to be
developed;
• Strategy/Methods Employed
• Materials Utilized
Say: Based on the Competency Budget Outlay of the Week (CBOW), the
competency you will facilitate is ________________________. Can you tell
me how you are going to present this in your class?
(Listen to the teacher and note down relevant items in course
of the sharing), such as:
• Manner of presenting the lesson
• Employment of the 4As and how each domain
is transitioned from one domain to another
• Consideration of Learners’ Multiple
Intelligences
• Employment of Differentiated Instruction
(Content, Process, Product, and Learning
Environment)
• Alignment of the Formative/Summative
Assessment to the Competency Developed
(Note down opportunities for the Improvement of Instruction)
Say: That is great! In this part of the lesson you mentioned about… (refer
to your notes on for improvement list) is there any other way you can do this
better?
• Trigger the creativity of the teacher by asking
questions leading to the improvement of lesson
delivery.
✓ Lesson Procedure
✓ Cohesiveness of the 4 As
✓ Multiple Intelligences
✓ Differentiation of Instruction

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✓ Alignment of Assessment to the

Competency Developed
• Offer advice to the teacher as regards ways on how to
make delivery of instruction promising:
✓ Lesson Procedure
✓ Cohesiveness of the 4 As
✓ Multiple Intelligences
✓ Differentiation of Instruction
✓ Instructional Materials
✓ Alignment of Assessment to the
Competency Developed
Say: Here is the pre-observation form, accomplish this by rating
yourself according to your projected performance.
• The IS provider agrees with the teacher on the
schedule of the Classroom Observation
Say: To end this conference, I am giving you this quotation,
“________________________________________”. I’m looking forward
to the day of the visit. Thank you for the time you spent with me.

During 1. Hold a brief conference with the teacher • Pre-Observation

Observation and reminding him/her of the purpose of Form
the CO. • Pre-Observation
Conference Notes
• Observation Form
• Observation Form
2. Establish an encouraging atmosphere.
Say: Good morning Mr./Mrs. . Today
you are to deliver a lesson on

.
• Go over the pre-observation form with the
teacher for clarification.
Say: Everything is set. Let us start. Good luck!

3. Observation proper
4. Gather all relevant observations while the
instructional engagements are in progress by
highlighting the following:
✓ “what went well” and
✓ “what needs to be improved”
✓ “How were the agreed suggestions
during the pre-observation conference
got carried”
5. Highlight opportunities for improvement.
6. Consolidate all observations for the post
observation conference
7. Congratulate the teacher for the job well-
done
Say: Congratulations Mrs./Mr. _________for
teaching your learners successfully.

8. Invite the teacher for a post conference at

the office.
Say: Mrs./Mr. __________. Please, see me in the
office during your free time.
Post- • Hold post conference. • Pre-observation
Conference form

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• observation
form and
• conference
notebook
• Pre-observation
• Establish a friendly atmosphere. form
Say: Good afternoon. Come on in Mr./Mrs._______________. • observation
Have a seat. Congratulations for a job well-done. You ran your
form and
session well.
• conference
notebook
• Pre-observation
• Let the teacher share his/her form
instructional journey with his/her • observation
learners stressing on “what went well”. form and
• conference
Ask: While you were reflecting on the delivery of instruction
notebook
you have made, which part/s of the lesson did you feel
satisfied with your performance? Why?
(Allow the teacher to share his/her experiences in the
teaching-learning process that he/she finds fulfilling and
satisfying and commend him/her for that.)

Say: I appreciate you for being able to scope your strengths in

your delivery.

• Pre-observation
• Ask the teacher which part/s of the form
lesson that he/she feels the need for • observation
improvement. Ask him/her what better form and
way to improve it. • conference
Say: If you were to run that lesson again in the other section, notebook
which part/s of it that you can impose modification to improve
the learning outcome?

• Provide technical assistance on the delivery • Pre-

of instruction and other aspects should the observation
teacher demonstrates difficulty of drawing form
out ways of improving. • observation
form and
• conference
notebook
• Reach agreement on next step
Ask: Do you have any suggestion for our next collaboration?

• Agree with the teacher for the next visit.

Ask: How would you like your next visit be done? Would
you like it scheduled, unscheduled or invitational?

• Informs the teacher on the overall results of

the actual observation. End it with an
inspiring maxim to motivate said teacher to
unleash his/her pedagogical craft

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Sample Classroom Observation Script

Sample Classroom Observation Scripts - COLLABORATIVE SUPERVISION
(SCHOOL HEAD)
Cycles of Procedure Documents/MOVs
Supervision

5. Identify Strengths and Needs of teachers • Pupils

Assessment
6. Come up with a short list. Result, Pupils
7. Establish purpose of the visit Outputs,
8. Conduct Pre-conference with t h e teacher. RPMS,
Say: Good day to you Mr./Mrs. . How’s your • List of Teachers
day? Congratulations for doing good always and for the best
• Memoranda
ahead that you will be doing. This morning signifies the start of our
journey towards improving learning outcomes through your very
satisfactory performance in lesson delivery. Can you share a little
about your latest teaching and learning journey with your • Minutes/confere
learners?
nce notes
(Listen to the teacher)
• Identify
Competency/Skill/Strategy/Materials
to employ.
PRE- Say: Based on the MELCs the next competency you will
OBSERVATIO tackle is . Can you tell me how you are going to do
N this?
(Listen to the teacher)
• Allow teacher to explain how to teach
the lesson.
• Note opportunities for improvement.
Say: Wow. That’s good. In this part of the lesson you mentioned
about… (refer to your notes on for improvement list) is there
any other way you can do this better?
• Ask questions leading to the improvement
of lesson delivery.
• Note the improvements cited by the
teacher.
• Ask the teacher to accomplish the
pre- observation form.

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Say: Here is the pre-observation form, accomplish this
by rating yourself according to your projected performance.
• Accomplished pre-
• Schedule the Formal Visit
observation form
Say: This conference is over. I’m looking forward to the day of
the visit. • Schedule of
5. Prepare for the Formal School Visit and Classroom Observation

Observation
• Observation Form

9. Hold a brief conference with the teacher.

10. Establish an encouraging atmosphere.
Say: Good morning Mr./Mrs. . Today you are
expected to deliver a lesson about .
• Go over the pre-observation form with the
teacher for clarification.
Say: Everything is set. Let us start. Good luck!
DURING 11. Observation proper
OBSERVATION
12. Note what went well and what needs to be • Pre-observation
improved. Form
13. Highlight opportunities for improvement.
14. Consolidate all observations for the
post observation • Observation Form
conference.
15. Congratulate the teacher once done.
Say: Congratulations Mrs./Mr. for
teaching your learners successfully.
16. Invite the teacher for a post
conference at the office. Say: Mrs./Mr. . Please, see me
in the office after your class.
• Hold post conference.
• Establish a friendly atmosphere. • Pre-observation
Say: Good afternoon. Come in Mr./Mrs. form, observation
. Have a seat. Let’s celebrate over a cup of form and
POST conference
coffee.
OBSERVATION notebook

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• Commend teacher for the successful lesson
delivery.
Say: Congratulations once again. You did well in your
lesson delivery.

• Let the teacher share what went well.

Ask: While you were teaching, what part of the lesson did you
feel satisfied with your performance? Why?

• Ask the teacher what part needs to be improve.

Say: In what part of the lesson can you still give more?
• Analyze and share your significant observation.
(compare pre-observation form and actual observation
form).

• Clarify identified opportunities for improvement.

Say: Good you are able to identify your strengths and
opportunities to improve.

• Allow the teacher to think of better ways to

deliver the lesson.
Ask: If given the chance to deliver the lesson again, how would
you improve your delivery?

• Affirm teacher’s creativity.

Say: That’s great. What significant learning can you derive from
your experience? How will it help you with your work?

• Agree on what to do next.

Ask: What changes would you suggest for the next undertaking?

• Schedule the next visit.

• Schedule
Ask: What is your preference for the next visit, should it be
scheduled, unscheduled or you will invite me?

• End the conference with a motivating message.

Say: You did great. Keep it up!

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Sample Classroom Observation Script -COLLABORATIVE SUPERVISION
(Master Teachers)

Cycles of Procedure/Step Documents/MOVs

Supervision

1. Coordinate with the principal on the list of • List of Teachers

teachers needing collaborative supervision.
2. Check on teacher’s performance and needs.
3. Establish purpose of the visit. • Pupils Assessment
Result, Pupils
4. Seek permission from the SH to conduct pre-
Outputs, RPMS,
conference with the teacher. • Memoranda
5. Conduct Pre-conference with teacher.
Say: Good day to you Mr./Mrs. . How are
you? Looking at your class assessment result, I felt proud of your • Minutes/conference
performance. What changes are you going to do to improve your notes
performance?
(Listen to the teacher)
1. Identify
Competency/Skill/Strategy/Materials to
employ.
PRE- Say: Based on the MELCs the next competency you
OBSERVATION will tackle is . Can you tell me how you are going
to do this?
(Listen to the teacher)
2. Allow teacher to explain how to teach the
lesson.
3. Note opportunities for improvement.
Say: The strategies you identified are good. In this part of the
lesson you mentioned about… (refer to your notes on for
improvement list) is there any other way you can do this better?
-
1. Ask questions leading to the improvement
of lesson delivery.
Ask: How can I help you improve your performance?
2. Note the ideas cited by the teacher.
Ask: Are there still more? If none, let’s proceed.
3. Ask the teacher to accomplish the pre-
observation form.
Say: Here is the pre-observation form, accomplish
the form by rating yourself according to your projected
performance.

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 57

- Schedule the Formal Visit

Say: What is your preferred schedule? • Accomplished pre-
observation form
This conference is over. I’m looking forward for the day of the
visit.
• Schedule of
6. Prepare for the Formal School Visit and Observation
Classroom Observation

• Observation Form

1. Hold brief conference with the teacher.

2. Establish an encouraging atmosphere.
Say: Good morning Mr./Mrs. . Today you
are expected to deliver a lesson about_ .
Objective for the day is .
• Pre-observation
• Go over the pre-observation form with the
Form
DURING teacher for clarification.
OBSERVATION
Say: Everything is set. Let us start. Good luck!
4. Observation proper
5. Note what went wrong and what needs to be
improved.
6. Highlight opportunities for improvement.
7. Consolidate all observations for the post
observation conference.
8. Congratulate the teacher once done. • Observation Form
Say: Everything went well, Mrs./Mr. .
Your learners were actively participating and were
learning the lesson.

9. Invite the teacher for a post conference at the

office.
Say: Mrs./Mr. . I would love to see you in
the office after your class.
10. Discuss with the school head about your
significant observation.

(Note: Topic discussed must be kept

confidential)

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1. Hold post conference at the principal’s office.

• Pre-
2. If the school head is around, invite him to sit observation
with you. (The principal must listen only to the form,
POST observation
undertaking) form and
OBSERVATION
3. Establish a friendly atmosphere. conference
notebook
Say: Good afternoon Mr./Mrs. .
Come and take a seat.

4. Commends teachers for the successful

lesson delivery.
Say: Congratulations once again. You taught the
learners well.

Do you think you were able to attain the objectives of the lesson?
Why?

5. Let the teacher share what went well.

Ask: Let us talk about the part of the lesson which you
excellently perform. What do you think it is?
Why?

6. Ask the teacher what part needs to be

improved.
Say: In what part of the lesson can you still give
more? What should you be doing?

7. Analyze and share significant observations.

(School head may either affirm teachers sharing
or tell the part the teacher did best, if they
differ.)

Say: You are right. You did well in .

Pupils were able to perform what they needed to.
Or

Say: Yes, you did well in . But I believe you

excel in part, when you were able to capture and
sustain the learners’ interest to learn.
8. Clarify identified opportunities for improvement. Schedule

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Say: Good you are able to identify your strengths

and opportunities to improve.

9. Allow teacher to think of better ways to

deliver the lesson.
Ask: If given the chance to deliver the lesson again,
how would you improve your delivery?

10. Affirm teacher’s creativity.

Say: That’s great. What significant learning can you derive
from your experience? How will it help you with your work?
11. Agree on what to do next.
Ask: What changes would you suggest for the next undertaking?

12. Schedule the next visit.

Ask: What is your preference for the next visit,
should it be scheduled, unscheduled or you will invite me?

13. End the conference with a motivating

message.
Say: You did great. Keep it up!

Manual of Instructional Supervision

 Sample Classroom Observation Script
Sample Classroom Observation Scripts – NON-DIRECTIVE SUPERVISION
(SCHOOL HEAD)
CYCLE OF PROCEDURES
VISITS

Pre - • Identifies/recognizes the strengths and needs of teachers.

Observation • Comes up with the list of the teachers recipient for Non-
directive Instructional supervision.
• Informs the identified teachers on the indicators for class
observation thru a school memorandum.
• Holds a conference with the identified teachers.
• Sets the mood.
Say: Good day Mr./Mrs._______. How’s your day?
Congratulations for always giving your best in doing your job as
a teacher through your outstanding performance in lesson
delivery. Can you share some of your outstanding practices in
teaching our learners?
(Listen to the teachers)
• Identify the Competency/ Skill/ Strategy/ Materials to
employ
Say: Based on the MELCs the next competency will tackle
is________. Can you share your preparations on how to
deliver this lesson?
(Listen to the teacher)
• Allow the teachers to share his/her preparations.
Say: Wow. Nice to hear that. I am sure that our learners will
learn a lot from you.
• Requests the teachers to accomplish the pre-observation
form.
Say: Here is the pre-observation. Kindly accomplish this form by
rating yourself according to your projected performance.
• Agrees on the schedule of observation.
Say: This conference is over. I’m looking forward to visit your
class. Thank you and good day.
• Prepares for the formal visit and observation.
During • Holds brief conference with the teacher.
Observation Say: Good morning, Mr./Mrs. ________. Today you are expected
to deliver a lesson about _________. May I have your pre-
observation forms so we can start the class now.
• Reviews the pre-observation form of the teacher.
• Observes class using appropriate form for observation.
• Notes the observed highlights.
• Finalizes the observation for the post observation
conference.
• Congratulates the teacher once done.
• Invite the teacher for a post conference at the office.
Say: Thank you Mr./Mrs._______. Can you see me
in the office after your class?

Manual of Instructional Supervision

 Post - • Holds a Post observation conference.
Observation • Commends teachers for the strengths in the actual teaching
and other observed indicators.
Say: Congratulations, Mr./Mrs. ________. You have done an
outstanding job in delivering your lesson.
Allows teachers to describe what transpired during the
actual teaching.
Say: How are you going to describe your teaching today?
Reinforces the actions of the teacher.
Allows the teacher to propose the next steps for the
continuing improvement of instructional activities using
varied strategies.
Say: What are the other strategies will you use if you are going
to teach again the lesson?
Reinforces the proposed steps of the teacher.
Allows teacher to set standards for the next
instructional development activity.
Say: How are you going to maintain your excellent performance?

Negotiates with the teacher on other ways of finding

solutions for the identified instructional problem and
redirect the teacher.
Say: How are you going to share your best practices to your co
teachers?

Mutually agrees with the teacher on the next

supervisory actions for the professional growth and
development.
Say: Congratulations for the excellent job! I am hoping that you
could also share your expertise to your fellow teachers. And
looking forward for the next visit to your class.

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Annex 2
MIS FORM 1.1 – INSTRUCTIONAL SUPERVISORY PLAN

Republic of the Philippines

Department of Education

INSTRUCTIONAL SUPERVISORY PLAN

S.Y. ________________ Qtr. ______

IS Provider: __________________________ School: _________________________

Position: _____________________________ District: ________________________
Date: ________________________________ Division: ________________________

Focus Objectives Target Time Supervisory Source of Expected Expected

Recipient Frame Activities/ Fund Outputs Outcomes
Strategies
PRE-IMPLEMENTATION

DURING IMPLEMENTATION

POST-IMPLEMENTATION

Prepared by: Noted by:

________________________________________ ___________________________________
Master Teacher/School Head/PSDS/EPS EPS/CID Chief/CLMD Chief

Approved by: ___________________________________

CID Chief/CLMD Chief/ASDS/ARD

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MIS FORM 1.2 – M & E IN INSTRUCTIONAL SUPERVISORY PLAN

Republic of the Philippines

Department of Education

M & E BASED ON INSTRUCTIONAL SUPERVISORY PLAN

S.Y. ________________ Qtr. ______

IS Provider: __________________________ School: _________________________

Position: _____________________________ District: ________________________
Date: ________________________________ Division: ________________________

Focus Objectives Target Time Supervisory Source Expected Expected Remarks Agreement Signature Date
Recipient Frame Activities/ of Outputs Outcomes
Strategies Fund
PRE-IMPLEMENTATION Dis Div Reg ISP ISM

DURING IMPLEMENTATION

POST-IMPLEMENTATION

Prepared by: Noted by:

________________________________________ ___________________________________
Master Teacher/School Head/PSDS/EPS EPS/CID Chief/CLMD Chief

Approved by: ___________________________________

CID Chief/CLMD Chief/ASDS/ARD

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Annex 3
INSTRUCTIONAL SUPERVISORY TOOLS

MIS FORM 2
TEACHER’S SUPERVISORY NEEDS FORM (T-MT)

Name of Teacher: ___________________________ Date Accomplished: __________________

Name of School Head: ______________________ Date Accomplished: __________________

School Name: ______________________________ Division: _____________________________

Instructions:

1. Accomplish this form before the start or during the first week of the school year. This can be
accomplished together with SAT.
2. Kindly accomplish this form as honestly as possible.
3. The tool is not a measure of competence but will facilitate the Needs of the Teacher that can be
improved through Instructional Supervision of the School Head or Training.
4. The Teacher will accomplish first the tool then the school head will validate thereafter.
5. For your reference, the level of Teacher’s Needs is described as follows:
Low Need (Non-Directive) – The teacher can apply deep knowledge and comprehensive
understanding of the indicator to contextualize the teaching and learning processes. The teacher
shows low need in Instructional Supervision.
Moderate Need (Collaborative) – The teacher can use well-connected pedagogical aspects of the
indicator to create an environment that supports learning goals. The teacher shows moderate need
in Instructional Supervision.
High Need (Directive) - The teacher can use associated pedagogical aspects of the indicator that
usually meets the learners’ developmental goals. The teacher requires High Instructional
Supervision.
Very High Need (Directive) – The teacher has limited use of pedagogical aspects of the indicator and
requires instructional support. The teacher requires Very High Instructional Supervision.
6. Compute for the average by adding all the scores of the indicators divided by 14. The scores of both
teacher and school head will then be averaged to come up with the final rating. Use the range to
match the IS Teacher category.
7. Sign the form after accomplishing it.
8. Submit to your School Head for validation and for signature.
Note:

•The indicators used in the tool is consistent with the PPST- RPMS.
•The indicators are based on the classroom observable strands for both Proficient and Highly
Proficient Teachers.
• The indicators are selected from the 21 classroom observable strands to fit the context of the
Instructional Supervision and the types of visits.
Teacher’s Needs to School Head’s Rating on
Improve the Teacher’s Needs
CLASSROOM OBSERVABLE INDICATORS
Low Moderate High Very Low Moderate High Very
Need Need Need High Need Need Need High
Need Need
(1) (2) (3) (1) (2) (3)
(4) (4)

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PPST Domain 1 – Content Knowledge & Pedagogy

1.Apply knowledge of content within and
across curriculum teaching areas.

2. Use a range of teaching strategies that

enhance learner achievement in literacy and
numeracy skills.

3. Apply a range of teaching strategies to

develop critical and creative thinking, as well
as other higher-order thinking skills.

4. Display proficient use of Mother Tongue,

Filipino and English to facilitate teaching
and learning

5. Use effective verbal and non-verbal

classroom communication strategies to
support learner understanding,
participation, engagement and achievement

PPST Domain 2 – Learning Environment

Teacher’s Needs School Head’s
Observation
CLASSROOM OBSERVABLE INDICATORS
Low Moderate High Very Low Moderate High Very
(1) High (1) High
(2) (3) (2) (3)
(4) (4)

6. Maintain learning environments that

promote fairness, respect and care to
encourage learning.

7. Manage classroom structure to engage

learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of physical
learning environments

8. Maintain supportive learning

environments that nurture and inspire
learners to participate, cooperate and
collaborate in continued learning

9. Apply a range of successful strategies that

maintain learning environments that
motivate learners to work productively by
assuming responsibility for their own
learning.

PPST DOMAIN 3 – DIVERSITY OF LEARNERS

Manual of Instructional Supervision

 59

10. Use differentiated, developmentally

appropriate learning experiences to address
learners' gender, needs, strengths, interests
and experiences

11. Establish a learner-centered culture by

using teaching strategies that respond to
their linguistic, cultural, socio-economic and
religious backgrounds

12. Design, adapt and implement teaching

strategies that are responsive to learners
with disabilities, giftedness and talents.

PPST DOMAIN 4: CURRICULUM AND PLANNING

13. Plan, manage and implement

developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching contexts

PPST DOMAIN 5 ASSESSMENT AND REPORTING

14. Design, select, organize and use

diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements

Average

Combined Average (Teacher & School Head)

IS Teacher Category
Range Description IS Teacher Category

3.26- 4.00 Very High Need Directive

2.51 -3.25 High Need Directive

1.74- 2.50 Moderate Need Collaborative

1.00- 1.75 Low Need Non-Directive

______________________________ ________ _____________________________________ ______

Name and Signature of Teacher Date Name Signature of the School Head Date

Manual of Instructional Supervision

 60

MIS FORM 3
PRE-CLASSROOM OBSERVATION CHECKLIST (p-COC)
(T-MT)
Instructions

1. This Tool shall be used accomplished by the teacher during the Pre-Observation Conference.
2. This Tool shall be utilized by the IS Provider (MT or SH) to observe the teacher in the classroom.
3. The teacher will mark check ( )on the appropriate column for every indicator which he/she thinks is
observable.
Note:
•
The indicators used in the tool is consistent with the PPST- RPMS.
•
The indicators are based on the classroom observable strands for both Proficient and Highly
Proficient Teachers.
• The indicators are selected from the 21 classroom observable strands to fit the context of the
Instructional Supervision and the types of visits.
CLASSROOM OBSERVABLE INDICATORS Observable Indicators Remarks/Agreement

PPST Domain 1 – Content Knowledge & Pedagogy

1.Apply knowledge of content within and across
curriculum teaching areas.

2. Use a range of teaching strategies that enhance

learner achievement in literacy and numeracy skills.

3. Apply a range of teaching strategies to develop

critical and creative thinking, as well as other higher-
order thinking skills.

4. Display proficient use of Mother Tongue, Filipino

and English to facilitate teaching and learning

5. Use effective verbal and non-verbal classroom

communication strategies to support learner
understanding, participation, engagement and
achievement

PPST Domain 2 – Learning Environment

6. Maintain learning environments that promote
fairness, respect and care to encourage learning.

7. Manage classroom structure to engage learners,

individually or in groups, in meaningful exploration, 61
discovery and hands-on activities within a range of
physical learning environments

8. Maintain supportive learning environments that

nurture and inspire learners to participate, cooperate
and collaborate in continued learning

Manual of Instructional Supervision

9. Apply a range of successful strategies that maintain
learning environments that motivate learners to work
productively by assuming responsibility for their own
learning.

PPST DOMAIN 3 – DIVERSITY OF LEARNERS

10. Use differentiated, developmentally appropriate

learning experiences to address learners' gender,
needs, strengths, interests and experiences

11. Establish a learner-centered culture by using

teaching strategies that respond to their linguistic,
cultural, socio-economic and religious backgrounds

12. Design, adapt and implement teaching strategies

that are responsive to learners with disabilities,
giftedness and talents.

PPST DOMAIN 4 CURRICULUM AND PLANNING

13. Plan, manage and implement developmentally

sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts

PPST DOMAIN 5 ASSESSMENT AND REPORTING

14. Design, select, organize and use diagnostic,

formative and summative assessment strategies
consistent with curriculum requirements

Total Number of Observed and Not Observed

Classroom Observable Indicators

IS Teacher Category

Notes:

______________________________ ________ _____________________________________ ______

Name and Signature of Teacher Date Name Signature of the School Head Date

Manual of Instructional Supervision

 SAMPLE QUESTIONS DURING PRE-OBSERVATION CONFERENCE

Teacher: _______________________________ School head: ___________________________

Date of Pre-Observation Conference: _____________ Grade Level Observed: ___________

1. Briefly describe the students in this class, including those with special needs or diversity.

2. What do you want your students to learn? (data informed instruction)

3. What data did you use to determine what your students need to learn?
62

4. What techniques and strategies are you going to use to facilitate learning?

5. What standards will be addressed in this lesson?

6. How will you differentiate to make sure all students learn?

7. How will you know that your students have met this instructional goal? (assessment)

8. What instructional materials, technologies or other resources, if any, will you use?

Observational Focus:

______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
___________________________________________________________________.

Manual of Instructional Supervision

 60

MIS FORM 4
CLASSROOM OBSERVATION CHECKLIST (COC)
(T-MT)
Instructions

4. This Tool shall be used during the Actual Classroom Observation. This can be used together with the COT.
5. This Tool shall be utilized by the IS Provider (MT or SH) to observe the teacher in the classroom.
6. The Tool is UNGRADED and shall only be used to track the competencies being observed or not observed as
the teacher deliver the lesson in the classroom.
7. The IS Provider will mark check ( )on the appropriate column for every indicator being observed or not
observed. If the indicator is not observed, the IS Provider must provide a remark for recommendation or
means for further supervision.
Note:

•
The indicators used in the tool is consistent with the PPST- RPMS.
•
The indicators are based on the classroom observable strands for both Proficient and Highly
Proficient Teachers.
• The indicators are selected from the 21 classroom observable strands to fit the context of the
Instructional Supervision and the types of visits.
CLASSROOM OBSERVABLE INDICATORS Observed Not Remarks/Agreement
Observed

PPST Domain 1 – Content Knowledge & Pedagogy

1.Apply knowledge of content within and across
curriculum teaching areas.

2. Use a range of teaching strategies that enhance

learner achievement in literacy and numeracy skills.

3. Apply a range of teaching strategies to develop

critical and creative thinking, as well as other higher-
order thinking skills.

4. Display proficient use of Mother Tongue, Filipino

and English to facilitate teaching and learning

5. Use effective verbal and non-verbal classroom

communication strategies to support learner
understanding, participation, engagement and
achievement

PPST Domain 2 – Learning Environment

6. Maintain learning environments that promote
fairness, respect and care to encourage learning.

7. Manage classroom structure to engage learners,

individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
physical learning environments

Manual of Instructional Supervision

 61

8. Maintain supportive learning environments that

nurture and inspire learners to participate, cooperate
and collaborate in continued learning

9. Apply a range of successful strategies that maintain

learning environments that motivate learners to work
productively by assuming responsibility for their own
learning.

PPST DOMAIN 3 – DIVERSITY OF LEARNERS

10. Use differentiated, developmentally appropriate

learning experiences to address learners' gender,
needs, strengths, interests and experiences

11. Establish a learner-centered culture by using

teaching strategies that respond to their linguistic,
cultural, socio-economic and religious backgrounds

12. Design, adapt and implement teaching strategies

that are responsive to learners with disabilities,
giftedness and talents.

PPST DOMAIN 4 CURRICULUM AND PLANNING

13. Plan, manage and implement developmentally

sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts

PPST DOMAIN 5 ASSESSMENT AND REPORTING

14. Design, select, organize and use diagnostic,

formative and summative assessment strategies
consistent with curriculum requirements

Total Number of Observed and Not Observed

Classroom Observable Indicators

IS Teacher Category

Notes:

Manual of Instructional Supervision

 62

Range IS Teacher Category

13-14 Classroom Observable Indicators are Observed Non-Directive

9-12 Classroom Observable Indicators are Observed Collaborative

1-8 Classroom Observable Indicators are Observed Directive

______________________________ ________ _____________________________________ ______

Name and Signature of Teacher Date Name Signature of the School Head Date

Manual of Instructional Supervision

 63

MIS FORM 5.1

MONITORING AND EVALUATION TOOL IN THE INSTRUCTIONAL
SUPERVISION

OF IS PROVIDER (Observing Non-Directive Teacher)

Name of IS Monitor: Name of IS Provider:

Position: Position:

School/District/Office: School:

Date of Monitoring:

1. This Tool will be accomplished by the IS Monitor (School Head, PSDS, EPSvrs, CID
Chief) to the IS Providers (Master Teacher, School Head, PSDS) as IS Provider.
2. MOVs that are acceptable to the IS Provider but are not identified in this Tool may be
utilized.

3. Remarks include the lack/incompleteness of the MOVs presented. It may also contain
suggestion/s or note/s that may help the IS Provider improve on the indicator in focus.
4. A photocopy of this Tool may be given to the IS Provider being monitored for future
reference.

5. Put a checkmark ( ) on the indicators observed.

Phases of Instructional Supervision Submitted Fully Partially Not Remarks

Observed Observed Observed
and its Activities MOVs

Pre-Observation
1. Identified /recognized the Learners’
strengths and needs of the teacher Assessment
based on the relevant data.
Result,
Pupils
Outputs,
RPMS,
2. Came up with the short list of List of
teachers needing Instructional Teachers
supervision.
3. Informed the identified teachers on Memorandu
the indicators for class observation m
thru a school memorandum.

4. Held conference with the identified Meeting

teachers and agreed with them on Notes,
the purpose and schedule for
Observation
observation of classes.
Schedule
5. Requested the teachers to Pre-
accomplish the pre-observation observation
form.
form

Manual of Instructional Supervision

 64

6. Identified the competency to be MELCs,

observed based on the CBOW
Competency-Budget Outlay of the
Week (CBOW)
7. Discussed with the teacher on Notes
what pedagogical approach/es to
be employed in the development of
the lesson and the appropriate
strategy/ies for assessment
8. Deliberated on the use of Notes
Differentiation of Instruction
considering the types of learners
there are in the classroom
9. Prepared the schedule of Schedule of
observation and enters it to the Observation,
Instructional Supervisory Plan
Instructiona
(ISP).
l
Supervisory
Plan
10. Culminated the Pre-Observation Conference
Conference with an inspiring notes
maxim
Actual Observation Submitted Fully Partially Not Remarks
Observed Observed Observed
MOVs
11. Held brief observation conference Conference
with the teacher Notes
12. Reviewed the Pre-Observation
Conference Notes.
12.1 Started the class COC
observation using the Class
Observation Checklist (COC).
12.2 Gathered all relevant Accomplishe
observation while the d
instructional engagements are
Observation
on progress.
Form,
Observation
Notes
12.3 Invited the teacher for a
post conference at the office
during free period.
Post-Observation Submitted Fully Partially Not Remarks
Observed Observed Observed
MOVs

13.Held Post-Observation
Conference with the teacher
Observed

14.Commended teacher for the Observation

successful lesson delivery. Notes

Manual of Instructional Supervision

 65

15.Allowed teachers to describe Observation

what transpired during the actual Notes
teaching.

16.Reinforced the actions of the Observation

teacher. Notes

17.Allowed the teacher to propose Observation

the next steps for the continuing Notes
improvement of instructional
activities using varied strategies.

18.Reinforced the proposed steps Observation

of the teacher. Notes

19.Allowed teacher to set Observation

standards for the next Notes
instructional development activity.

20.Negotiated with the teacher on Observation

other ways of finding solutions for Notes
the identified instructional problem
and redirects the teacher.

21.Agreed on the next supervisory Observation

actions for the professional growth Notes
and development of teachers

Anecdotal/Notation

Strengths

Developmental Needs

Agreements:

Prepared by: Conforme:

IS Monitor Signature IS Provider Signature

Manual of Instructional Supervision

 66

MIS FORM 5.2

MONITORING AND EVALUATION TOOL IN THE INSTRUCTIONAL SUPERVISION

OF IS PROVIDER (Observing Collaborative Teacher)

Name of IS Monitor: Name of IS Provider:

Position: Position:
School/District/Office: School:

Date of Monitoring:
Instruction:

1. This Tool will be accomplished by the IS Monitor (School Head, PSDS/EPSvr, CID Chief) to the IS
Providers (Master Teacher, School Head, PSDS) as IS Provider.

2. MOVs that are acceptable to the IS Provider but are not identified in this Tool may be utilized.

3. Remarks include the lack/incompleteness of the MOVs presented. It may also contain
suggestion/s or note/s that may help the IS Provider improve on the indicator in focus.

4. A photocopy of this Tool may be given to the IS Provider being monitored for future reference.

5. Put a checkmark ( ) on the indicators observed.

Phases of Instructional Supervision Submitted Fully Partially Not Remarks

Observed Observed Observed
and its Activities MOVs
Pre-Observation

1.Identified /recognized the strengths Learners’

and needs of the teacher based on the Assessment
relevant data. Result, Pupils
Outputs,
RPMS
2.Came up with the short list of List of
teachers needing Collaborative Teachers
Instructional supervision.

3.Informed the identified teachers on Memorandum

the indicators for class observation
thru a school memorandum.

4.Held conference with the identified Meeting Notes,

teachers and agreed with them on the Observation
purpose and schedule for observation Schedule
of classes.

5.Requested the teachers to accomplish Pre-

the pre-observation form. observation
form

6.Identified the competency to be MELCS, CBOW

observed based on the Competency-
Budget Outlay of the Week (CBOW)

Manual of Instructional Supervision

 67

7.Discussed with the teacher on what Pre-

pedagogical approach/es to be observation
employed in the development of the Notes
lesson and the appropriate strategy/ies
for assessment

• Allowed teacher to explain how to

teach the lesson.
• Noted opportunities for
improvement.
• Asked questions leading to the
improvement of lesson delivery.
• Noted the improvements cited by the
teacher.
8.Deliberated on the use of Pre-
Differentiation of Instruction observation
considering the types of learners there Notes
are in the classroom.

9.Gave enough time for the teacher to Accomplished

finalize the pre-observation form. pre-
observation
form

10.Prepared the schedule of Schedule of

observation and entered it to the Observation,
Instructional Supervisory Plan (ISP). Instructional
Supervisory
Plan

11.Culminated the Pre-Observation Conference

Conference with an inspiring maxim notes

Actual Observation Submitted Fully Partially Not Remarks

Observed Observed Observed
MOVs
12.Held brief observation conference Conference
with the teacher Notes

13.Established an encouraging
atmosphere.

14.Reviewed the Pre-Observation Conference

Conference Notes and pre-observation notes, Pre-
form. observation
form

15.Signalled the start of the class COC

observation using the Class
Observation Checklist (COC).

16.Gathered all relevant observation Accomplished

while the instructional engagements Observation
are on progress. Form,
Observation
Notes

Manual of Instructional Supervision

 68

• Noted what went well and what Observation

needs to be improve. Notes

• Highlighted opportunities for Observation

improvement. Notes

• Consolidated all observations for the Observation

post conference. Notes

• Validated some learners’ outputs Observation

available. Notes

17.Invited the teacher for a post

conference at the office during free
period.

Post-Observation Submitted Fully Partially Not Remarks

Observed Observed Observed
MOVs
18.Held Post-Observation Conference
with the teacher Observed

Observation
19.Commended teacher for the Notes
successful lesson delivery.
20.Provided opportunity for teacher to Observation
recognize and share his/her strengths Notes
and limitations.
Submitted Fully Partially Not Remarks
Observed Observed Observed
MOVs
21.Identified what factors lead to Observation
teacher’s success. Notes

Observation
22.Clarified the instructional needs of Notes
the teacher.
Observation
23.Analyzed and shares significant Notes
observations.
Observation
24.Clarified identified opportunities for Notes
improvement.
Observation
• Allowed teacher to think of better Notes
ways to deliver the lesson.

• Affirmed teacher’s creativity.

25.Agreed on what to do next. Observation
Notes
Schedule
• Scheduled the next visit.
• Ended the conference with a
motivating message.
Anecdotal/Notation

Strengths

Developmental Needs

Manual of Instructional Supervision

 69

Agreements:

Prepared by: Conforme:

IS Monitor Signature IS Provider Signature

Manual of Instructional Supervision

 70

MIS FORM 5.3

MONITORING AND EVALUATION TOOL IN THE INSTRUCTIONAL SUPERVISION

OF IS PROVIDER (Observing Directive Teacher)

Name of IS Monitor: Name of IS Provider:

Position: Position:
School/District/Office: School:

Date of Monitoring:

Instruction:

1. This Tool will be accomplished by the IS Monitor (School Head, PSDS/EPSvr, CID Chief) to
the IS Providers (Master Teacher, School Head, PSDS) as IS Provider.
2. MOVs that are acceptable to the IS Provider but are not identified in this Tool may be
utilized.

3. Remarks include the lack/incompleteness of the MOVs presented. It may also contain
suggestion/s or note/s that may help the IS Provider improve on the indicator in focus.
4. A photocopy of this Tool may be given to the IS Provider being monitored for future
reference.

5. Put a checkmark ( ) on the indicators observed.

Phases of Instructional Supervision Submitted Fully Partially Not Remarks

Observed Observed Observed
and its Activities MOVs

Pre-Observation

1.Identified /recognized the Accomplishe

strengths and needs of the teacher d RPMS,
based on the relevant data. Teachers
Observation
Form

2.Came up with the short list of List of

teachers needing this approach of Teachers
Instructional supervision. Needing DIS

3.Informed the identified teachers School

on the observable indicators for Memorandu
class observation thru a school m
memorandum.

4.Held conference with the Pre-

identified teachers and agrees with observation
them on the purpose and schedule Conference
for observation of classes. Notes

Manual of Instructional Supervision

 71

5.Requested the teachers to Accomplishe

accomplish the pre-observation d Pre-
form. observation
Form

6.Identified the competency to be MELCs,

observed based on the Competency- CBOW
Budget Outlay of the Week (CBOW)

7.Discussed with the teacher on Pre-

what pedagogical approach/es to be observation
employed in the development of the Conference
lesson and the appropriate Notes
strategy/ies for assessment

8.Deliberated on the use of Pre-

Differentiation of Instruction observation
considering the types of learners Conference
there are in the classroom Notes

9.Prepared the schedule of Filled out

observation and enters it to the ISP
Instructional Supervisory Plan
(ISP).
10.Culminated the Pre-Observation Pre-
Conference with an inspiring maxim observation
Conference
Notes

Actual Observation Fully Partially Not Remarks

Observed Observed Observed

11.Held brief observation Conference

conference with the teacher Notes

12.Reviewed the Pre-Observation Pre-

Conference Notes . observation
Conference
Notes

Actual
13.Started the class observation observation
using the Class Observation Conference
Checklist (COC). Notes
14.Gathered all relevant observation Accomplishe
while the instructional engagements d COC
are on progress.
15.Invited the teacher for a post Conference
conference at the office during free Notes
period.

Manual of Instructional Supervision

 72

Post-Observation Submitted Fully Partially Not Remarks

Observed Observed Observed
MOVs

16.Held Post-Observation Post-

Conference with the teacher observation
Observed Conference
Notes

17.Commended teacher for the Conference

successful lesson delivery Notes

18.Asked the teacher on which part Conference

of the lesson that needs Notes
improvement.

19.Provided technical assistance on Pre-

how the areas specified by the observation
teacher could be improved Conference
Notes

20.Informed the teacher on the COC

overall results of the actual
observation

Anecdotal/Notation

Strengths

Developmental Needs

Agreements:

Prepared by: Conforme:

IS Monitor Signature IS Provider Signature

Manual of Instructional Supervision

 73

MIS FORM 6.1

MONITORING AND EVALUATION TOOL IN OBSERVING THE OBSERVER
PROCESS

(SCHOOL HEAD – MT)

Name of School Head: Name of PSDS:

Position: Position:

School: Date of Monitoring:

Instruction:

1. This Tool will be accomplished by the school head (IS monitor) providing instructional
supervision to the Master Teacher (IS Provider).

2. MOVs that are acceptable to the Observer but are not identified in this Tool may be
utilized.
3. Remarks include the lack/incompleteness of the MOVs presented. It may also contain
suggestion/s or note/s that may help the IS Provider improve on the indicator in focus.

4. A photocopy of this Tool may be given to the IS Monitor being monitored for future
reference.

5. Put a checkmark ( ) on the indicators observed.

Phases of Instructional Supervision Submitted Fully Partially Not Remarks

Observed Observed Observed
and its Activities MOVs

Pre-Observation
(to be done at least a day before classroom observation)
1. Coordinates with the Master Instructional
Teacher on the list of teachers Supervisory
needing Plan
directive/collaborative/non-
directive supervision and the
schedule of observation

2. Establishes purpose of Memoranda

observation.

3. Joins the pre-conference Notes/confe

conducted by the Master Teacher to rence
the teacher scheduled for notebook/su
observation. pervisory
plan

4. Observes the processes. Conference

notes

Manual of Instructional Supervision

 74

5. Notes down the Master Teacher’s Conference

strengths and weaknesses in notes
facilitating the pre-conference.

Actual Observation Fully Partially Not Remarks

Observed Observed Observed

1.Holds brief conference with the

Master Teacher.

2. Reviews what is expected in

the teaching learning process

3. Listens and observes the

Master Teacher as he/she does
the following:
c. Goes over the pre-observation Pre-
form with the teacher for observation
clarification.
Form

d. Give the signal for the

teacher to start.
4.Observes the teaching learning Observation
process. form

d. Notes what went well and

what needs to be improved.
e. Highlights opportunities for
improvement.
f. Consolidates all observations
for the post conference.
Post-Observation Submitted Fully Partially Not Remarks
Observed Observed Observed
(To be done right after the class MOVs
observation or during the teachers free
time)
1.Joins post-conference conducted
by the Master Teacher.

2. Observes the process. Notes,

Observation
Form

3. Observes and notes down the Notes,

master teacher’s strengths and Observation
weaknesses in facilitating the post- Form
conference.

4. Commends the Master Teacher

for the instructional support
provided to the teacher once the
teacher is dismissed.

Manual of Instructional Supervision

 75

5. Discusses what went right. Notes,

Observation
Form

6. Clarifies what needs to be Notes,

improved. Observation
Form

7. Provides input on how to

effectively provide instructional
supervision.

8. Thanks the Lord for the day’s

undertaking.

Anecdotal/Notation

Strengths

Developmental Needs

Agreements:

Prepared by: Conforme:

PSDS SCHOOL HEAD

Manual of Instructional Supervision

 73

MIS FORM 6.2

MONITORING AND EVALUATION TOOL IN OBSERVING THE OBSERVER
PROCESS

(PSDS-SCHOOL HEAD as IS Provider)

Name of School Head: Name of PSDS:

Position: Position:

School: Date of Monitoring:

Instruction:

1. This Tool will be accomplished by the PSDS providing instructional supervision to the SH
(IS Monitor) observing the Teacher.

2. MOVs that are acceptable to the Observer but are not identified in this Tool may be
utilized.
3. Remarks include the lack/incompleteness of the MOVs presented. It may also contain
suggestion/s or note/s that may help the IS Provider improve on the indicator in focus.

4. A photocopy of this Tool may be given to the IS Monitor being monitored for future
reference.

5. Put a checkmark ( ) on the indicators observed.

Phases of Instructional Supervision Submitted Fully Partially Not Remarks

Observed Observed Observed
and its Activities MOVs

Pre-Observation
(to be done at least a day before the classroom observation)
1. Coordinates with the school head Instructional
on the list of teachers needing Supervisory
directive/collaborative/non- Plan
directive supervision and the
schedule of observation in school.

2. Establishes purpose of Memoranda

observation/monitoring and
evaluation.

3. Joins the pre-conference Notes/confe

conducted by the school head to the rence
teacher scheduled for observation. notebook/su
(optional but encouraged) pervisory
plan

4. Observes the processes. Conference

notes

Manual of Instructional Supervision

 74

5. Notes down the school head’s Conference

strengths and weaknesses in notes
facilitating the pre-conference.

Actual Observation Fully Partially Not Remarks

Observed Observed Observed

1.Holds brief conference with the

school head.

2. Reviews what is expected in

the teaching learning process

3. Listens and observes the

school head as he/she does the
following:
e. Goes over the pre-observation Pre-
form with the teacher for observation
clarification.
Form

f. Give the signal for the

teacher to start.
4.Observes the teaching learning Observation
process. form

g. Notes what went well and

what needs to be improved.
h. Highlights opportunities for
improvement.
i. Consolidates all observations
for the post conference.
Post-Observation Submitted Fully Partially Not Remarks
Observed Observed Observed
(to be done right after the classroom MOVs
observation or during the teacher’s free
time)
1.Joins post-conference conducted
by the school head.

2. Observes the process. Notes,

Observation
Form

3. Observes and notes down the Notes,

school head’s strengths and Observation
weaknesses in facilitating the post- Form
conference.

4. Commends the school head for

the instructional support provided
to the teacher once the teacher is
dismissed.

Manual of Instructional Supervision

5. Discusses what went right. Notes,
Observation
Form

6. Clarifies what needs to be Notes,

improved. Observation
Form

7. Provides input on how to

effectively provide instructional
supervision.

8. Thanks the Lord for the day’s

undertaking.

Anecdotal/Notation

Strengths

Developmental Needs

Agreements:

Prepared by: Conforme:

PSDS SCHOOL HEAD

Manual of Instructional Supervision

 73

MIS FORM 6.3

MONITORING AND EVALUATION TOOL IN OBSERVING THE OBSERVER
PROCESS

(PSDS-SCHOOL HEAD as IS Monitor)

Name of School Head: Name of PSDS:

Position: Position:

School: Date of Monitoring:

Instruction:

1. This Tool will be accomplished by the PSDS providing instructional supervision to the SH
(IS Monitor) observing the Master Teacher (IS Provider).

2. MOVs that are acceptable to the Observer but are not identified in this Tool may be
utilized.
3. Remarks include the lack/incompleteness of the MOVs presented. It may also contain
suggestion/s or note/s that may help the IS Provider improve on the indicator in focus.

4. A photocopy of this Tool may be given to the IS Monitor being monitored for future
reference.

5. Put a checkmark ( ) on the indicators observed.

Phases of Instructional Supervision Submitted Fully Partially Not Remarks

Observed Observed Observed
and its Activities MOVs

Pre-Observation
(to be done at least a day before the classroom observation)
1. Coordinates with the school head Instructional
on the list of teachers needing Supervisory
directive/collaborative/non- Plan
directive supervision and the
schedule of observation in school.

2. Establishes purpose of Memoranda

observation/monitoring and
evaluation.

3. Joins the pre-conference with the Notes/confe

school head as IS monitor, rence
conducted by master teacher to the notebook/su
teacher scheduled for observation. pervisory
(this is optional but encouraged) plan

4. Observes the processes. Conference

notes

Manual of Instructional Supervision

 74

5. Notes down the school head’s Conference

strengths and weaknesses in notes
facilitating the pre-conference.

Actual Observation Fully Partially Not Remarks

Observed Observed Observed

1.Holds brief conference with the

school head.

2. Reviews what is expected in

the teaching learning process

3. Listens and observes the

school head he/she does the
following:
g. Goes over the pre-observation Pre-
form with the master teacher observation
for clarification.
Form

h. Give the signal for the

teacher to start.
4.Observes the teaching learning Observation
process. form

j. Notes what went well and

what needs to be improved.
k. Highlights opportunities for
improvement.
l. Consolidates all observations
for the post conference.
Post-Observation Submitted Fully Partially Not Remarks
Observed Observed Observed
(to be done right after the classroom MOVs
observation or during the teacher’s free
time)
1.Joins post-conference with the
school head, conducted by the
master teacher.

2. Observes the process. Notes,

Observation
Form

3. Observes and notes down the Notes,

school head’s strengths and Observation
weaknesses in facilitating the post- Form
conference with the master teacher.

4. Commends the school head for

the instructional support/guidance
provided to the master teacher once
the teacher is dismissed.

Manual of Instructional Supervision

5. Discusses what went right. Notes,
Observation
Form

6. Clarifies what needs to be Notes,

improved. Observation
Form

7. Provides input on how to

effectively provide instructional
Notes
support and guidance to the master
teacher.

8. Thanks the Lord for the day’s

undertaking.

Anecdotal/Notation

Strengths

Developmental Needs

Agreements:

Prepared by: Conforme:

PSDS SCHOOL HEAD

Manual of Instructional Supervision

 73

MIS FORM 6.4

MONITORING AND EVALUATION TOOL IN OBSERVING THE OBSERVER
PROCESS

(EPS-PSDS)

Name of School Head: Name of PSDS:

Position: Position:

School: Date of Monitoring:

Instruction:

1. This Tool will be accomplished by the EPSvr providing technical guidance to the PSDS (IS
Monitor) observing the School Head (IS Provider).

2. MOVs that are acceptable to the Observer but are not identified in this Tool may be
utilized.
3. Remarks include the lack/incompleteness of the MOVs presented. It may also contain
suggestion/s or note/s that may help the IS Provider improve on the indicator in focus.

4. A photocopy of this Tool may be given to the IS Monitor being monitored for future
reference.

5. Put a checkmark ( ) on the indicators observed.

Phases of Instructional Supervision Submitted Fully Partially Not Remarks

Observed Observed Observed
and its Activities MOVs

Pre-Observation
(must be done at least a day before the actual observation)
1. Coordinates with the PSDS on Instructional
the list of teachers needing Supervisory
directive/collaborative/non- Plan
directive supervision and the
schedule of observation in the
district

2. Establishes purpose of Memoranda

observation/monitoring and
evaluation.

3. Joins the pre-conference Notes/confe

conducted by the PSDS to the rence
school head. (optional but notebook/su
encouraged). pervisory
plan

4. Observes the processes. Conference

notes

Manual of Instructional Supervision

 74

5. Notes down the PSDS strengths Conference

and weaknesses in facilitating the notes
pre-conference.

Actual Observation Fully Partially Not Remarks

Observed Observed Observed

1.Holds brief conference with the

PSDS.

2. Reviews what is expected in

the technical guidance process

3. Listens and observes the PSDS

as he/she does the following:
i. Goes over the pre-observation Pre-
form with the school head and observation
teacher for clarification.
Form

j. Give the signal for the

teacher to start.
4.Observes the teaching learning Observation
process. form

m. Notes what went well and

what needs to be improved.
n. Highlights opportunities for
improvement.
o. Consolidates all observations
for the post conference.
Post-Observation Submitted Fully Partially Not Remarks
Observed Observed Observed
(to be done right after the actual MOVs
observation/monitoring)
1.Joins post-conference (with the
PSDS) conducted by the school
head.

2. Observes the process. Notes,

Observation
Form

3. Observes and notes down the Notes,

school head’s strengths and Observation
weaknesses in facilitating the post- Form
conference.

4.Observes and notes down the

PSDS’s strengths and weaknesses
in providing technical guidance to
the school head.

8. Commends the PSDS for the

technical guidance provided to

Manual of Instructional Supervision

 the school head once the school
head is dismissed.

5. Discusses what went right. Notes,

Observation
Form

6. Clarifies what needs to be Notes,

improved. Observation
Form

7. Provides input on how to

effectively provide technical
guidance.

8. Thanks the Lord for the day’s

undertaking.

Anecdotal/Notation

Strengths

Developmental Needs

Agreements:

Prepared by: Conforme:

EPS PSDS

Manual of Instructional Supervision

 76

MIS FORM 7
MONITORING AND EVALUATION TOOL IN THE IMPLEMENTATION OF THE
INSTRUCTIONAL SUPERVISION AND PROCESSES

Name of Evaluator: Division:

Position: MIS Implementer/Focal:

Office: Date of Monitoring & Evaluation:

Instruction:
1. This Tool will be accomplished by personnel conducting the Monitoring and Evaluation in
the Schools Division Offices in the Implementation of MIS and Process.

2. This can be a self-assessment tool in the SDO or a tool that will be utilized by the Regional
EPS designated in the M&E of MIS and Processes.

3. MOVs that are acceptable to the IS Evaluator but are not identified in this Tool may be
utilized.
4. Remarks include the lack/incompleteness of the MOVs presented. It may also contain
suggestion/s or note/s that may help the SDO improve on the indicator in focus.

5. A photocopy of this Tool may be given to the SDO being monitored for future reference.

6. Put a checkmark ( ) on the indicators observed.

Instructional Supervision Submitted Fully Partially Not Remarks

Impleme Impleme Impleme
Processes and its Activities MOVs nted nted nted

The Division Office through the

IS Managers and IS Monitors…

1. Issued Memorandum for Memorandum

the ISM implementation
2. Conducted orientation on Memorandum,
the MIS and how the M and Attendance
E shall be done
3. Created Monitoring Team Approved list
(IS Monitors) of IS Monitors
4. Issued Memorandum on Memorandum,
the Team Composition and Attendance
conducts separate
orientation
5. Developed the Implementatio
Implementation Plan and n Plan,
Supervisory Plan Supervisory
Plan
6. Developed the M and E M & E Plan
Plan
7. Communicated the plan to Memorandum
the IS Providers

Manual of Instructional Supervision

 77

8. Implemented the M and E M&E Tool,

Plan based on Schedule Schedule,
Minutes

9. Collected the data and Consolidated

information through Report
available and allowable
means (F2F, Virtual,
Portfolio)
10. Validated the Data and Survey Tool,
Information through Focus Group
Discussion, Key
Survey Tool, Focus Group
Informant
Discussion & Key Interview
Informant Interview
11. Consolidated the Identified Consolidated
Strengths and Report
Developmental Needs of
the IS Providers
Instructional Supervision Submitted Fully Partially Not Remarks
Impleme Impleme Impleme
Processes and its Activities MOVs nted nted nted

The Division Office through the

IS Managers and IS Monitors…

12. Submitted report to the Submitted Report

Division Office & Regional Copy,
Office Transmittal

13. Developed TA/IS Plan TA/IS Plan

based on Identified needs
14. Implemented the TA/IS TA/IS Design,
Plan Schedule, Report

15. Evaluated the Progress and M&E Tool

Performances of IS
Providers
16. Submitted Progress report Submitted Report
to DO & RO Copy, Transmittal

Anecdotal/Notation

Good Practices

Developmental Needs

Agreements:

Manual of Instructional Supervision

 78

Prepared by: Conforme:

IS Evaluator ISME Focal/Coordinator/IS Provider

Manual of Instructional Supervision

 79

MIS FORM 8
EFFICIENCY TOOL IN THE IMPLEMENTATION OF INSTRUCTIONAL
SUPERVISION

(FOR IS PROVIDERS)

Name of IS Provider: Division:

Position: Assigned IS Monitor & Position:

School: Position:

Date: Office/Unit:

Instruction:

1. This Tool will be accomplished by an IS Providers (School Heads/Master Teachers)

2. This should be given every after the M&E of the IS Monitor.

3. A photocopy of this Tool should be given to the IS Monitor.

4. Put a checkmark ( ) on the indicators observed.

5. Reference for Rating:

(4) Strongly Agree - means all the elements and characteristics specified in the indicators are
well accomplished, observed, and provided and have exceeded the expectation

(3) Agree - means all the elements and characteristics specified in the indicators are
accomplished, observed and provided and have met the expectation.
(2) Disagree –means some elements and characteristics specified in the indicators are
accomplished, observed and provided and have mostly met the expectation.

(1) Strongly Disagree - means all the elements and characteristics specified in the indicators
are NOT accomplished, observed and provided.

Facets of the Instructional Strongly Agree Disagree Strongly Suggestion/s for

Agree Disagree Improvement
Supervisory Manual and Its (3) (2)
Providers (4) (1)

A. The Manual of
Instructional Supervision
(MIS) has a…

1.clear and understandable

statement of purpose and
objectives that are aligned to
the goals of improving
learning delivery and
outcomes.
2. strong legal bases that
support the creation and
implementation of the
manual

Manual of Instructional Supervision

 80

3. clear and understandable

Instructional Supervision
Framework that explains
the schematics of the
Supervision and its output.
4. provision of a well-
structured Organizational
Structure in the
Implementation of MIS
5.specification on a well-
indicated functions and
responsibilities of the ISM
implementers from Top-to-
Bottom organizational
levels

6.well-explained
Instructional Supervisory
Approaches with clarity on
types of teachers being
observed and its cycle of
observations and level of
supervision

7.clear Instructional
Supervision Flow with
specific activities in Pre,
Actual and Post
Observation Cycles

8.clear Monitoring and

Evaluation Guidelines and
Processes

9. provision of appropriate
M & E Tools that are easy
and convenient to use.

10. definition of terms for

reference

Facets of the Instructional Strongly Agree Disagree Strongly Suggestion/s for

Agree Disagree Improvement
Supervisory Manual and Its (3) (2)
Providers (4) (1)

B. The Instructional
Supervision Monitor

B.1 Technical
Implementation
Competence

1.Developed the

Manual of Instructional Supervision

 81

Implementation and M and

E Plans
2.Communicated the
Implementation plan and
M&E plans to the IS
Providers
3.Implemented the
Implementation and M and
E Plans
4.Collected the data and
information through
available and allowable
means (F2F, Virtual,
Portfolio)
5.Validated the Data and
Information through
Survey Tool, Focus Group
Discussion & Key
Informant Interview
6.Consolidated the
Identified Strengths and
Developmental Needs of
the IS Providers
7.Submitted the Monitoring
Report to the Division
Office
8.Developed TA/IS Plan
based on Identified needs
9.Implemented the TA/IS
Plan
10.Evaluated the Progress
and Performances of IS
Providers
11. Recognized the
Performances of the IS
providers
B.2 Behavioral Strongly Agree Disagree Strongly Suggestion/s for
Agree Disagree Improvement
Competence (3) (2)
(4) (1)

1.Possessed a motivating
disposition in all facets of
the Implementation and
M& E

2. Pointed out corrective

findings in a constructive
manner and provided
valuable suggestions for
improvement

3. Showed clarity of
instruction and
Manual of Instructional Supervision
 82

approachable means of
giving directions in the
implementation of IS

4. Showed fairness and

transparency of the results
and reports in the conduct
of IS Monitoring &
Evaluation

5.Showed respectful ways

and approaches during the
conduct of IS Monitoring &
Evaluation

Average Rating

Description

Legend 3.26.-4.00 – Very Satisfactory

2.51-3.25- Satisfactory

1.76-2.50- Fairly Satisfactory

1.00-1.75- Not Satisfactory

Anecdotal/Notation

Good Practices

Suggestions for Improvement

Prepared by:

Name and Signature of IS Provider

Manual of Instructional Supervision

 83

MIS FORM 9.1

CONSOLIDATED REPORT TOOL IN MONITORING AND EVALUATION OF

INSTRUCTIONAL SUPERVISION
(FOR IS PROVIDER)

Name of IS Provider: Division:

Position: Assigned IS Monitor & Position:

School: Quarter: Date:

Instruction:

1. This form shall contain the report of all the monitored IS Provider including those who are still under
follow-up.

2. Submit this duly accomplished consolidated form to the SDO. Likewise, the regional office shall be
furnished with this form.

Month/Quarter Number of Teachers and Master Summary of Summary of Summary of TA

Teachers Observed Strengths Developmental Needs Provided

Prepared by: IS Provider Signature

Manual of Instructional Supervision

 84

MIS FORM 9.2

CONSOLIDATED REPORT TOOL IN MONITORING AND EVALUATION OF INSTRUCTIONAL

SUPERVISION

(FOR IS MONITOR)

Name of IS Monitor: Division:

Position: Quarter:

Office: Date:
Instruction:

1. This form shall contain the report of all the monitored IS Monitor as part of the ISME Team of the SDO.

2. Submit this duly accomplished consolidated form to the SDO. Likewise, the regional office shall be
furnished with this form.

Month/Quarter Number of IS Providers Summary of Strengths Summary of Summary of TA

Observed Developmental Needs Provided

Prepared by: IS Monitor Signature

Manual of Instructional Supervision

 85

MIS FORM 9.3

CONSOLIDATED REPORT TOOL IN MONITORING AND EVALUATION OF INSTRUCTIONAL

SUPERVISION

(FOR IS DIVISION FOCAL/CID CHIEF)

Name of IS Division Focal: Division:

Position:

Office: Date:
Instruction:

1. This form shall contain the report of all the monitored SDO IS Focal.

2. Submit this duly accomplished consolidated form to the SDS.

Name of the IS District/ Date of Numbers Consolidated Consolidated Types of Technical

Submiss of IS Observed Observed Assistance
Monitors Office ion Providers Strengths Developmental Needs Provided
Monitored
&
Evaluated

Prepared by: SDO ISM Focal

Manual of Instructional Supervision