PORFFOLIO

IN SUPERVISION
OF INSTRUCTION
First Semester SY 2021 – 2022

Submitted By:
ARIANNE B. RECENTES
MAED – EM

Submitted To:
GERONIMO A. ELLADO Ph.D
Professor

I. THE AUTHOR
 Hello, I want to tell you a little about myself. My name is Arianne B. Recentes,
26 years old, and a blissful mother of two child. I am a Teacher I in Hinolaso
National High School.
My personal philosophy when it comes to education and learning is that, what
goes on the classroom is my responsibility, and by working with students, all of us
can create an ideal environment for education, safety, understanding, and even fun.
By keeping things positive, I believe that students will end up learning more
and getting more out of each and every lesson. That could be all. Thank you.

Probably this the most challenging question in the near future in my life. But in my
opinion, finishing my master’s degree will be a good start for me. Also I think it is
important to have the best basis I can reach for my future life. After that, maybe I will
apply for promotion and continue to take thesis writings for more self-development
and progress as a teacher.

II. LESSON REFLECTIONS ON TOPICS/CONCEPTS IN SUPERVISION OF

INSTRUCTION
 LESSON 1: Basic Concepts in Supervision of Instruction

Practice Test A – Give your insights now that you have learned the definition of
instructional supervision.

1. Discuss your understanding about the definition of instructional

supervision.
 Instructional supervision is the work of ensuring the implementation of the
educational mission of a school by overseeing, equipping, and empowering
teachers to provide meaningful learning experiences for students.
2. As would be an Instructional Supervisor, what do you think thus the
definition suggest to your role?
 An instructional supervisor should conduct frequent observations of
classroom instruction and provide feedback about instructional practices and
its impact on students. Teachers benefit from an outside perspective on their
practice and glean ideas for better instruction from the feedback of an
instructional supervisor.

Practice Test B

Practice Test C
Knowledge:
Complete the data in the template below
Knowledge Degree

Skills:
1. Of all the skills that you intend to develop, which one will have the most impact on
you as an instructional supervisor? As a person? Discuss.
 Encouraging
 An effective supervisor needs to possess a certain set of skills. They should
be confident leaders who can successfully motivate their teams. A good
supervisor can help a company retain more talent and create a better work
environment for employees of all levels.

2. Is it necessary to share the skills that you enumerated to others? Are there peers
with whom you want to share said skills?
 Yes, it is necessary, because these are important skills that we should develop.
Maybe I would like to share these with my co – teachers.

Attitudes:
Which of these attitudes is dominant in you? Why?

ATTITUDES ACTION STEPS

(not yet developed) (what to do)
Creativity and innovativeness Design the organization to foster an
environment that is conducive for
creativity to flourish.
Sensitivity I have to gauge the reactions of others to
 heighten my awareness experience.

Reflection/Insights/Educational Implication
 Instructional supervision is the work of ensuring the implementation of the
educational mission of a school by overseeing, equipping, and empowering
teachers to provide meaningful learning experiences for students.

Assessment:
Answer the following questions:

1. In your own words, define instructional leadership and supervision.

 Instructional leadership is a model of school leadership in which a principal works
alongside teachers to provide support and guidance in establishing best practices in
teaching. The goal of instructional leadership is for the principal to work closely with
teachers in order to increase student achievement.

2. Summarize the focus areas or domains of instructional supervision.

 The supervisor exercises various roles within each of three domains: classroom
management, preparation for instruction and management of the learning
environment.

3. Enumerate the roles and functions of the instructional supervisor. Explain each.
 Coordinator - Communicating with teachers about expectations and goals.
Delegating tasks to appropriate team members.

 Consultant - Management consulting can be an extremely rewarding career, in

terms of both job satisfaction and remuneration. ... The skills you develop in
consulting, such as strategy, research, and communication are transferable should
you decide to change career in the future.

 Group leader - In some organizations, there are positions for "team leaders" or "shift
leaders," but these are essentially supervisory roles that may require many of the
same administrative tasks as those performed by supervisors.

 Evaluator - A supervisor evaluation survey is conducted to understand employee

perspectives about questions such as “Does the supervisor recognize your
achievements?” or “What is the extent of guidance provided by the supervisor?” or “Is
the supervisor's behavior fair to you and your co-workers?”

4. State how an instructional leader his/her knowledge, skills and attitudes (KSA)
when extending technical assistance.
 The aims of instructional supervision are as follows: (1) to provide objective feedback
to teachers; (2) to diagnose and solve teaching problems; (3) to help teachers
develop their strategies and skills; (4) to evaluate teachers for promotions or
appointments; and (5) to help teachers maintain a positive attitude

LESSON 2: Approaches Used in Instructional Supervision

Practice Test A
Reflection/Insights/Educational Implication
 Instructional method is an important aspect of teaching and learning to
determine the activities of teachers and students. Appropriate instructional
methods influence many motivational variables of learners such as a
tendency to think critically. The instructional methods were laboratory method
and discussion method.

Assessment
Explain the following instructional supervisory approach.
a. Non-directive Approach –
 The non-directive approach means that the student has the power
to make independent decisions (Koirala, 2011). The supervisor's
role is to facilitate a student's self-directed learning by asking non-
leading questions. The role of the supervisor is to clarify ideas and keep
the discussion going (Glickman et al., 2013).

b. Directive - informal Approach

 Directive informational supervision is used to help guide the
teacher in considering practices that would improve self and/or
student performance. -must be knowledgeable about what will resolve
the issues. -must take full responsibility for outcome.

c. Directive - control Approach

 In directive control supervision, the faculty holds all power, and
his or her directives are to be carried out by the graduate
student. In directive informational supervision, the faculty provides
the graduate student with alternatives, and the graduate student
evaluates and selects what he/she can do.

d. Collaborative Approach
 Collaborative approach: an approach to supervision where the
supervisor and teacher exchange ideas and agree upon a course of
action. The supervisor in this approach encourages teachers to express
their perceptions and ideas. Supervisors also honestly present their
own views (Glickman et al., 2014).

LESSON 3: Categorizing Teachers

Reflection/Insights/Educational Implication
 Knowledge and education are the basis for all things that can be accomplished in
life. Teachers provide the power of education to today's youth, thereby giving them
the possibility for a better future. Teachers simplify the complex, and make abstract
concepts accessible to students.

Assessment
Explain the factors in categorizing teachers and describe each type of teacher.
How should you go about working with each type?
1. Professionals
  On the most basic level, the definition of “professional teacher” refers to the
status of a person who is paid to teach. It can also, on a higher level, refer
to teachers who represent the best in the profession and set the highest
standard for best practice. ... They know the standards of practice of their
profession.

2. Analytical Observer
 A method of monitoring and evaluating students' literacy progress that
recognizes, respects, and appreciates the students' abilities.

3. Unfocused Teachers
 Teachers in this quadrant have a high commitment but the level of
abstraction is low. Teachers in this category have high enthusiasm, are
energetic and full of will. But the teacher's ability is lacking in solving
problems and rarely does something realistically.

4. Teacher Dropouts
 One sign of an incompetent teacher is the display of a general lack of
professionalism. A lack of professionalism is indicative of administrative
incompetency, as it often results in the breaking of rules. By being
unprofessional, a teacher fails to meet the standards already set.

LESSON 4: Diagnosing Teachers Instructional Needs

Practice Test A
What will you resolve in order to have an authentic identification of your
teacher’s instructional needs? Discuss.

Reflection/Insights/Educational Implication
 Try and focus on the taught rather than the teacher: you should be more interested
in what the students learned, rather than the teacher's personality and its effect on
the students. Look particularly at your department and institution's criteria for
effective teaching, and use these as guidance on what to evaluate.

Assessment
1. In general, do you think it is worth your time and effort to conduct informal
visits? If it is worthy, why? If it is not, why not?
 Informal interviews are not structured like a traditional interview, although they
typically have the same goal: to determine if a candidate would be a good fit for a
company. Informal interviews are also sometimes used to assess whether a
candidate is interested in joining a company.

2. Discuss the factors to consider when you conduct a diagnosis.

 Formal education and continuing education.
 Experience in the classroom and the education sector.
 The ability to foster positive interactions with students.
 The ability to create a positive classroom environment.
 Successfully using homework and assessments to determine student
proficiency
 3. Explain the process of the Assessment – Based Teachers Development
Model as a Tool in a diagnosis.
4. Explain the types of diagnosis.
4.1 Holding Exploration Conference
 Conferences focus on learning, although behavior and social concerns
might be discussed. The teacher will review your child's progress,
including strengths and areas in need of improvement. You also might
talk about standardized test results, individualized education plans
(IEP), and 504 education plans

4.2 Informal Visits

 An informal visit is when you have a look around a potential place
you'd like to work and speak to a member of staff. Here are some
reasons why I think it's a good idea to arrange an informal visit before
that job interview.

LESSON 5: Matching Supervisory Models with Teachers Instructional

Needs

Practice Test A

Practice Test B
Suppose you are the School Principal of Wuhan High School and have
identified that two among your teachers are candidates for self-directed supervision.
Draw a map of their instructional needs.
 Directed for or by oneself self-directed retirement plans self-directed classroom
activities a self-directed performance.
 Directed at oneself self-directed anger.
 Directing oneself or capable of directing oneself empowering students to become
self-directed learners.

Reflection/Insights/Educational Implication
 Effective supervision is a matter of matching the appropriate style of the supervisor
with the needs of the teacher. Effective supervisors need to not only know
the strengths and weaknesses of their teachers but also how to implement the
appropriate strategies to meet specific teacher needs.

Assessment
1. What are the different types of teachers? How do you address their
instructional needs?
1. Professionals
 On the most basic level, the definition of “professional teacher” refers to the
status of a person who is paid to teach. It can also, on a higher level, refer
to teachers who represent the best in the profession and set the highest
standard for best practice. ... They know the standards of practice of their
profession.

2. Analytical Observer
 A method of monitoring and evaluating students' literacy progress that
recognizes, respects, and appreciates the students' abilities.

3. Unfocused Teachers
  Teachers in this quadrant have a high commitment but the level of
abstraction is low. Teachers in this category have high enthusiasm, are
energetic and full of will. But the teacher's ability is lacking in solving
problems and rarely does something realistically.

4. Teacher Dropouts
 One sign of an incompetent teacher is the display of a general lack of
professionalism. A lack of professionalism is indicative of administrative
incompetency, as it often results in the breaking of rules. By being
unprofessional, a teacher fails to meet the standards already set.

2. What composes a supervisory work plan?

 Management comprises planning, organizing, staffing, leading /directing, and
controlling an organization (a group of one or more people or entities) or effort
for the purpose of accomplishing a goal.

B. FINAL EXAMINATION IN SUPERVISION OF INSTRUCTION

First Semester, AY 2021 – 2022
A. Explain/discuss the following basic concepts about supervision of instruction.

1. Meaning of supervision of instruction.

 Supervision has its origin from the Latin word “Super video” meaning “to
oversee”

 Supervision can be seen as a way of advising, guiding, refreshing, encouraging,

stimulating, improving and overseeing certain groups with the hope of
persuading people to desist from applying wrong procedures in carrying out
certain functions on their jobs and at the same time try to emphasize the
importance of good human relation in an organization.

2. Distinction/relation between Supervision and Administration and its

relation to instruction.

Both educational supervision and administration are part of the educational

system and they complement each other. Although it is commonly understood
that administration encompasses supervision, they have different purposes.

In administration, it is the management if institutes aimed to foster

learning and teaching at any level. This management includes physical and
human resources. It is aimed to learning and teaching activities. Its main skill
is related to put together pieces and resources in the most advantageous way.

In the other hand, supervision implies that it is a set of activities aimed to

ensure that educational services are rendered by teachers to the students,
according to the programs and with the best quality. Supervision can be done
by a group specially designed and trained to do so, or it can be a shared
responsibility among other members of the educative community.

3. Necessity for a classroom teacher to have a clear understanding of a

concept in School supervision.

 It is important for teachers to understand school supervision because of the

following:
 It improves the incompetent teachers.
 It provides a guide for staff development.
 Teachers are able to know the effectiveness of classroom management.
 It improves methods of teaching and learning, and
 It creates a physical, social and psychological climate or environment.

4. In – Service Education and Teachers.

 In-service education is defined as any learning opportunity for practicing

teachers. Its primary purpose is to enable teachers to acquire new
understanding and instructional skills. It focuses on creating learning
environments which enable teachers to develop their effectiveness in the
classroom.
  It is a relevant courses and activities in which a serving teacher may
participate to upgrade his professional knowledge, skills, and competence in
the teaching profession.

5. Explain the factors in categorizing teachers and describe each type of

teacher. How should you go about working with each type?

1. Professionals
 On the most basic level, the definition of “professional teacher” refers to the
status of a person who is paid to teach. It can also, on a higher level, refer
to teachers who represent the best in the profession and set the highest
standard for best practice. ... They know the standards of practice of their
profession.

2. Analytical Observer
 A method of monitoring and evaluating students' literacy progress that
recognizes, respects, and appreciates the students' abilities.

3. Unfocused Teachers
 Teachers in this quadrant have a high commitment but the level of
abstraction is low. Teachers in this category have high enthusiasm, are
energetic and full of will. But the teacher's ability is lacking in solving
problems and rarely does something realistically.

4. Teacher Dropouts
 One sign of an incompetent teacher is the display of a general lack of
professionalism. A lack of professionalism is indicative of administrative
incompetency, as it often results in the breaking of rules. By being
unprofessional, a teacher fails to meet the standards already set.

2. Describe how an instructional supervisor undertake classroom instructional

supervision of teachers contextualized in the following models and practices.

2.1 Non-directive Approach

 The non-directive approach means that the student has the power

to make independent decisions (Koirala, 2011). The supervisor's
role is to facilitate a student's self-directed learning by asking non-
leading questions. The role of the supervisor is to clarify ideas and keep
the discussion going (Glickman et al., 2013).

2.2 Collaborative Approach

 Collaborative approach: an approach to supervision where the

supervisor and teacher exchange ideas and agree upon a course of
action. The supervisor in this approach encourages teachers to express
their perceptions and ideas. Supervisors also honestly present their
own views (Glickman et al., 2014).

2.3 Directive Informational Approach

  Directive informational supervision is used to help guide the
teacher in considering practices that would improve self and/or
student performance. -must be knowledgeable about what will resolve
the issues. -must take full responsibility for outcome.

2.4 Directive Control Approach

 In directive control supervision, the faculty holds all power, and

his or her directives are to be carried out by the graduate
student. In directive informational supervision, the faculty provides
the graduate student with alternatives, and the graduate student
evaluates and selects what he/she can do.

2.5 Clinical Approach

 Clinical supervision is a method of supervision where the

supervisor is involved with the teacher in a close, "helping
relationship”. Ideas are shared and help is given in order to improve
the teacher's ability through the analysis of objective data that is
collected during the observation.

3. Design an Instructional Supervisory Work Plan within the view of improving

teacher’s competence based on the identified incompetence of teachers along the
following Key Result Areas;

3.1 Evaluating Learner’s Performance

3.2 Designing, Implementing, and Evaluating Effectiveness of Lesson Plan
3.3 Constructing and Utilizing Instructional Materials
3.4 Blended/Flexible Learning

Key Result Objectives Strategies/ Objectively Verifiable Succes

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4. Attitudes, beliefs and values are equally important for you to be able to effectively
deliver technical assistance to your teachers. These attitudes/values are;

1. Visionary

 A visionary leader knows that his or her ideas are different and are

a significant risk and the people that follow such a leader are also
taking a chance in doing so. So, it's critical that you take responsibility
for your actions and your vision.

 A visionary leader is a person who has a clear idea of how the
future should look. They set out concrete steps to bring a vision to
life, and then they lead a team of people in that direction.

2. Efficiency

 A supervisor is expert in the processes, required equipment,

and potential problems of their job.
 Step 1: Get to know your employees. Make an effort to really
understand your employees. ...
 Step 2: Treat employees as people. And be a person back to them. ...
 Step 3: Believe you are a leader. People put their trust in confidence. ...
 Step 4: Sit back and listen. ...
 Step 5: Feedback is your friend.

3. Patience and Perseverance

  Patience and perseverance require focused attention. When you
lose focus, you lose patience, which in turn diminishes your
perseverance. This happens when you complain about working the
process, get irritated about the time that is required, or get annoyed at
the obstacles you have to deal with.

 Persistence in leadership helps to keep up the work. It is a trait a

good leader should always remember and never give up on anything.
Additionally, persistence makes it much easier to face the challenges
and improves work.

4. Sensitivity

 It helps respond to the environment and people. It helps us

being alert of the danger. Sensitivity is also the basis of sympathy and
empathy. Being sensitive helps build and maintain personal and
professional relationships.

 Being able to gauge the reactions of others heightens your

awareness experience and can help get feedback you never would
have if you were less sensitive. But beware – it can also provide
feedback or criticism that you may not like.

5. Creativity and Innovativeness

 Innovative leaders are creative visionaries who have big

ideas and, most importantly, can motivate people around them to turn
those ideas into reality. An innovative leader does not even need to be
the person who creates the idea behind an innovation.

 Leaders can successfully encourage organizational creativity and

innovation by designing the organization to foster an
environment that is conducive for creativity to flourish.
Leaders can do this by building friendly and inclusive working
conditions for the members of the organization.

6. Respect (Self and others)

 Respect and leadership go hand in hand. It's a fundamental

principle: To lead others, you first have to earn their respect. ...
Great leadership creates a climate of respect, an environment that sets
high standards and supports everyone in doing their best.

7. Compassion

 Being compassionate can encourage healthy relationships as well

as can ensure a more empathetic work environment. Compassionate
leaders always put others needs before their own. They create a tuning
with others thoughts and feelings.
  Compassionate leaders seek influence—not authority. They don't
demand, they encourage. They lead with hope. They guide,
acknowledge and support team members to combine their efforts,
skills, talents, insights, passion, enthusiasm and commitment to work
together for the greater good.

8. Openness

 Leaders need to be open-minded. They need to break out of their

normal thinking patterns to find innovative ideas. ... Being
open-minded allows leaders to see things from a different perspective
or how things can be applied in new and novel ways.

 Maintaining an open mind as a leader or employee means you're less

likely to get stuck in a rut when going about your everyday business
tasks. Being open-minded makes us more naturally inquisitive,
which in turn makes is more able to better ourselves and improve our
knowledge and understanding, day-by-day.

9. Accountability

 When leaders take personal accountability, they are willing to answer

for the outcomes of their choices, their behaviors, and their actions in
all situations in which they are involved. Accountable leaders do not
blame others when things go topsy-turvy. ... Accountable leaders step
up to champion opportunities to succeed.

 For leaders to be accountable, they need to be committed to the

business and its people. They must take their role as people leaders
seriously, building trust among team members. Accountable leaders
clearly communicate their goals and objectives and key results (OKRs)
to their teams to foster alignment and team focus.

10. Commitment to excellence

 One definition includes "the quality of being excellent; state of

possessing good qualities in an eminent degree; exalted merit;
superiority in virtue." 4. What Excellence Looks Like. "The quality of
a person's life is in direct proportion to their commitment to
excellence, regardless of their chosen field of endeavour.

 Leaders pave their way to excellence by setting and achieving

goals. ... To stay focused, define milestones that you can celebrate on
your way to achieving your goals. Consistent. If you're driven to
excellence on some days and not on others, you're not really committed
to anything.

5. In decision-making, the supervisor’s main concern is to use an effective strategy

based on the work and emotional maturity of the people in the organization. Thus,
the measure of effectiveness is using primarily the appropriate style based on the
given situation. The key in choosing the effective style lies in the ability of the leader
to evaluate the situation and adapt the suitable strategy.
Discuss and exemplify the following leadership styles:

1. Supporting

 Supportive leadership is a leadership style in which the leader

supports their subordinates with tools and resources until
they have the skills to work autonomously.

 When you let people know you value them as an individual you are
supporting them. When you do have to give feedback about
performance, it is important that you separate performance from who
they are. We are supportive when we care about people and
show it (and not just say it). Recognize their goals and interests.

2. Coaching

 A coaching leadership style is the approach that creates a culture

of high performance. Characteristics of this culture are
collaboration, empowerment, and fulfilment. Coaching leadership
incorporates coaching mind sets and behaviours, synthesizing them to
create the highest performing type of leadership.

 Leaders who adopt a coaching style take an individual approach to

recognizing and cultivating the talents of each team member, while
simultaneously directing everyone toward a common goal. Dale
Carnegie is a classic example of someone who used the coaching
leadership style.

3. Directing

 The most basic leadership style defined by the Situational Leadership

model – directing – is as plain and simple as telling people what
to do. In this mode, the leader is taking control of the process and
ensuring everything is done by the book, or at least how the leader
prefers it to be done.

 In directive leadership, managers guide the team's goal. For example,

directive leaders may provide coaching, clarify the
responsibilities, remove any roadblocks, and give praise
when appropriate.

4. Delegating

 A delegating leadership style is a low task and relationship

behavior approach to leadership where a leader empowers
an individual to exercise autonomy. Employing this approach
entails providing the individual with the big picture, then trusting them
to deliver agreed-upon results.
  The definition of a delegation is a group of people who have been
tasked with a specific job or given a specific purpose, or the act of
assigning a specific task or purpose to a person or group of people.
When a boss assigns tasks to his employees, this is an example
of delegation.

C. TOPIC OUTLINE

I. TOPIC: DEVELOPMENT OF MANAGEMENT THOUGHT

II. LEARNING OUTCOMES:

a. know how management of thoughts developed,

b. identify the elements of management, and
c. familiarize the people who contributed to the development of management
thoughts.

IV. Reflection/Insights/Educational Implication

V. References
 SLIDES ON
VIDEO LESSON
IN
DEVELOPMENT
OF
MANAGEMENT
THOUGHT