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Instructional Supervision Power Point-1

The document discusses self-directed supervision in education. It defines self-directed supervision as a process where teachers plan their own professional development. It is suitable for experienced teachers and those who prefer independent work. The document outlines the requirements, implementation, advantages, and ways to encourage self-directed supervision in schools. Teachers set targets, implement plans, collect evidence, and conference with supervisors to evaluate progress. Self-directed supervision develops independence, responsibility, and self-management skills in teachers.

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2K views17 pages

Instructional Supervision Power Point-1

The document discusses self-directed supervision in education. It defines self-directed supervision as a process where teachers plan their own professional development. It is suitable for experienced teachers and those who prefer independent work. The document outlines the requirements, implementation, advantages, and ways to encourage self-directed supervision in schools. Teachers set targets, implement plans, collect evidence, and conference with supervisors to evaluate progress. Self-directed supervision develops independence, responsibility, and self-management skills in teachers.

Uploaded by

kavitha0909
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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EDU 5818

INSTRUCTIONAL SUPERVISION

Group Members:-
KAVITHA SUBRAMANIAM (GS29575)
NORIS SHAHERAA BT SHAARI (GS39493)
AZILAH BT ANUAR (GS38630)
SELF-DIRECTED SUPERVISION
SELF-DIRECTED SUPERVISION
 According to Glatthorn (1990), self- directed development is a process by which
a teacher systematically plans for his or her own professional growth in
teaching.

 Glatthorn further described that self-directed approaches are mostly ideal for
teachers who prefer to work alone or who, because of scheduling or other
difficulties, are unable to work cooperatively with other teachers.

 Sergiovanni and Starratt (2007) considered this option to be efficient in use of


time, less costly, and less demanding in its reliance on others.

 Glatthorn (1990) suggested that self-development is "an option provided for


teachers that enable them to set their own professional growth goals, find the
resources needed to achieve those goals, and undertake the steps needed to
accomplish those outcomes" (p. 200).

 In addition, this approach is particularly suited to competent and experienced


teachers who are able to manage their time well (Sergiovanni & Starratt, 2007).
When to Use Self –directed
Supervision

When the teacher do not poses the knowledge about an


issue that supervisor posses
Teacher feels confused, inexperienced or is at a loss what to
do and the supervisor knows the successful practices
When the teacher believes that the supervisor is credible
When the time is short , constraints are clear, and quick
action to be taken
Self-Directed Supervision Requirements

Demonstrates ability to conduct a self-directed project


designed to enhance his/her instruction
Creates and implements an Individual Action Plan
Utilizes input of professional staff
Seeks opportunities to share with colleagues
Participates in a year-end conference with an administrator
and receives an evaluation
Implementation Self-Directed Supervision In School

Target setting
Target setting review
Target setting conference
Appraisal process
Summary appraisal
Target setting

Targets are identified and shared with the supervisor.


A plan is developed including conferences, classes,
workshops, readings, collaborations, etc.
The individual implements the plan to develop skills in
the identified area.
Provided time frame for each target
Target setting review and conference

After review each target ,supervisor provides


teacher –written reaction
Conference –schedule to discuss plans
Conference
 Meeting and discussion on targets ,time
frame and reactions
 Supervisor provides written summary
Appraisal process and Summary appraisal

After target setting conference –appraisal begin upon to


agreed time
Process- formal, informal classroom observation ,video
taping, students evaluation
Teacher is responsible for collecting appraisal information in
portfolio
Supervisor visits teacher to review appraisal portfolio
Supervisor – comments each target –plan for next cycle
REFLECTION
Advantage of Self-Directed Supervision
1) Independent
 Teacher is independent in their decision-making and being accountable
for the outcome of their decision

 Teachers having a full control in their teaching and learning process.

2) Self-Management

 Teacher can be their own boss. No one dictates them what to do and what
not to do, although there is still a supervisor or a manager who checks on
them from time to time.

 School organization gives work independence to the teacher also teaches


them the skill of self-management. When teacher grow to become
professionally mature in their job, they contribute to the school’s growth
as well.

 When the teacher become self-managed, their level of confidence


increases and know that they are capable of, they are able to deal with
various situations and value the essence of time.
Advantage of Self-Directed Supervision
3) Sense of Responsibility

 Teacher learn not to blame others for their own mistakes and to correct those
mistakes

 The principal and supervisors are grateful to the teacher who can take on tasks
responsibly, without much assistance required. Because they feel confident
that their self-supervised members can work on their own without being
constantly monitored and guided, they can focus on their primary tasks.

 Self-supervision is very advantageous to individuals because it helps develop a


sense of responsibility, independence and self-management, which qualities
are essential in developing one’s personality as well as personal and
professional growth.
Disadvantage of Self-Directed Supervision

1) Effect on Work Efficiency

If there are no efficient support systems like fully functional


equipment, available resources and appropriate technology
to suffice self-supervised work, it can create an impact on
work efficiency.

2) Effect on Work Productivity

If the teacher did not make the necessary preparations when
shifting from a traditional approach supervision to a more
self-directed approach in the classroom.
To Encourage Self- Directed
Supervision in the School
 Delegate special projects and let them work on it with less
supervision.

 Utilize the skills and competencies of the teachers . These


skills may be applied through regular tasks and workloads
where they can widen their knowledge and develop their
abilities.

 Let teachers participate in trainings and workshops to


enhance their skills and learn more
 Allow them to learn from their own mistakes and avoid
having to reprimand them for a shortcoming as it will only
lower their self-esteem. Give them a chance to straighten
out their flaws.

 Conduct group activities wherein group leaders will be


appointed in order to make them experience the role of a
supervisor.
CONCLUSION
Self-Directed Supervision is a skill that an individual must
be proud of, but not to the extent of taking advantage of
others, which goes beyond personal management and self-
direction. The main focus of self-directed supervision is
personal development and growth in terms of proper
guidance, intelligent decision making and self-monitoring
as well as self-assessment.

Always use the ability of self-supervising for your own


good and not make it a tool for manipulating others or
trying to compete with your supervisor with a belief that
you are way better than they are.

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