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3. TOMAS CLAUDIO COLLEGES
Morong , Rizal
GRADUATE STUDIES PROGRAM
EDUC 203
JENNIFER A. GARCIA
REPORTER
DEMETRIA A. SAN JUAN, Ed. D.
Professorial Lecturer

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8.  Explain the Instructional Supervision in the pre-service
teacher preparation
 Present the Clinical Supervision in pre- service
teacher preparation
 Identify the process in Instructional Supervision in the
in- service teacher education
 Integrate the Duties and Responsibilities of
Instructional Supervision

9. INTRODUCTION
Teacher Education in the Philippines is described
as continuous along the educational system from
entry to formal education up to the exit retirement .
Two important milestone to be focus :
1. The pre- service teacher education ( teacher
preparation )
2. The in- service teacher education ( continuing
professional development)

10. What is
Instructional
supervision?

11. 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.

12. Teacher Education and Development Map

13. Instructional Supervision in the
Pre- Service Teacher Education
 Pre-service teacher education - is the education and
training provided to student teachers before they have
undertaken any teaching.
 Teacher Education degree courses end with the practicum or
practice teaching as a ultimate phase of teacher preparation .
 Teacher preparation should give premium for expert
practitioners to mentor and supervise student teachers
through pedagogically designed approximation of practice
in the real world of work.

14. Clinical Supervision in pre- service teacher preparation
 Clinical supervision is a method of supervision where
the supervisor is involved with the teacher .
 Clinical Supervision is goal Oriented, deliberate
intervention in the instruction process.
Goldhammer and Cogan ( 1960) who first practiced
clinical supervision borrowed the term from
medical profession where it was used for decades
to perfect the specialized knowledge and skills of
practitioner.

15. Models of Clinical Supervision By Pajak in 2000
1. Original Clinical Model – The original model proposed by
Goldhammer and Cogan is blend of empirical, behavioral
,phenomenological , and developmental perspectives.
2. Artistic/ Humanistic Model – Eisner and Blumberg based their
perspectives on aesthetic and existential principles.
3. Technical / Didactic Model –Proposed by Acheson and Gall with
Hunter , it emphasizes on techniques of observation and feedback
that reinforce certain effective behaviors or predetermined models of
teaching.
4. Developmental/ Reflective Model – The model of Glickman, Costa
provides emphasis on individual differences , social ,organizational,
political, and cultural contexts of teaching.

16. Clinical Supervision Cycle
2.Observation
. Reflection
Clinical
Supervision
in pre-
service

17. 1. The Pre- Observation Conference
The Purpose of Pre- Conference are:
a. Obtain information as to the student teacher’s intentions or purposes (
outcomes of the lesson , subject matter, teaching strategies, evaluation of
student of learning).
b. Establish specific plans for carrying out the lesson by the student teacher.
c. Establish an agreement between the instructional leader and the student
teacher on the aspects feedback that will be emphasized.
2. The Observation
The Purpose are:
a. View the actual teaching- learning as planned in the pre- observation conference.
b. Record observations gathered through a random scan or systematic observation
and collecting and recording data.

18. 3. The Post- Observation Conference
The following purposes are:
a. Provide feedback as basis for the improvement of teaching-
learning.
b. Engage student teachers to comment on the observations made.
c. Find solutions for the observations that need improvement.
d. Celebrate the success of the student teacher by giving encouraging
remarks.
4. Reflection
This is the last step provides the practice teacher to write a
Learning Journal which will be guided by the following reflective
question.

19. According to Glickman in 1990, Supervision is the Glue that holds a
successful school together .
With emergence of new national curriculum (K to 12), ASEAN
integration and global reforms , there is an absolute need to revisit
instructional supervision concepts that are applicable to these reforms.

20. Based on the Instructional Supervision Handbook developed by BESRA for the
Department of Education , the primary function of instructional supervisors is to provide
support for teachers professional growth and development in the improvement of
teaching and learning and learning outcomes.
AREAS OF INSTRUCTIONAL SUPPORT BY SUPERVISORS
A. Instructional Support for Teacher Effectiveness and Efficiency
Duties and Responsibilities of a Supervisor
1. Assumes leadership and supervises teachers on the improvement of teaching-
learning process of instructional programs.
2. Motivates and support teachers to attain peak performance.
3. Assist teachers in identifying strengths and growth areas through monitoring and
evaluation .
4. Provides professional ,technical and instructional assistance to teachers and school
heads .
5. Provides the department programs and projects to improve teaching and learning.
6. Promotes the efficiency of teaching and learning in all classes through observation
7. Evaluates performance of teachers.

21. B. TEACHER CAPABILITY BUILDING
Duties and Responsibilities of a Supervisor
1. Organizes seminars, workshops and other in-service training
programs .
2. Conducts seminars, workshops and other professional
development programs.
3. Serves as consultant or resource persons in various teacher
professional development activities.
4. Initiates action research designed to improve instruction and
academic performance
5. Conducts action research designed to improved teaching and
learning.

22. C. Curriculum Enhancement
Duties and Responsibilities of A Supervisor
1. Implement, monitors, supervises and assesses the school
curriculum to assure higher learning outcome.
2. Evaluates learning outcome vis-à-vis the curriculum
3. Recommends changes in policies affecting curriculum and
instruction
4. Localizes/ indigenizes the implemented curriculum .
5. Develop and promotes innovative and effective teaching- learning
approaches, strategies and techniques.
6. Implements innovative and alternative delivery of teaching and
learning.
7. Acts as consultant in publication.

23. D. Assessment of Learning Outcomes
Duties and Responsibilities of a Supervisor
1.Undertakes regular evaluation of learner’s
achievement as basis for teacher’s professional
development programs
2. Ensures the use of wide range of assessment
processes and tools.
3. Evaluates learning outcome vis-à-vis the curriculum
4. Assist teachers in identifying strengths and growth
areas through monitoring and observation .

24. References :
Llagas, Avelina T.eal.Becoming a
21st Century Educational leader 2016