3. • Objective of the Training
• General objective of the Training
• This training was aimed at assessing institution Based instructional
supervision in private and government TVET institution and
forwarding in suggestion, to use it effectively, to improve quality of
education.
• Specific objectives of the Training.
• To evaluate the system of supervision in relation with the
competence of supervisor trainers involvement, during
implementation of the program.
• To assess to what extent the supervisor leadership skills are utilized.
• To assess to what extent the workshop observation undertake.
Techniques are implemented (conducted)
• To explore the major problems of instructional supervision.
• To recommend alternative strategies to be used and measure to be
taken for the improvement of the instructional supervision practices
4. Objective cont’d…
Define TVET programmes for youth and adults to become
familiar with occupational standards and TVET in general
meet the needs of business and industry
facilitate innovation and self-employment
promote academic advancement.
Organize, supervise, monitor and evaluate the delivery of
TVET programmes
Maintain and upgrade facilities used for delivery of TVET
prorammes
Train the staff to deliver the planned programmes
Advertise and promote the TVET programmes
Develop and maintain a stron
business/industry/community relationship to support the
TVET programmes
5. TVET re-defined
“Those aspects of educational process involving the study of
technologies, craftes and related sciences and the acquisition
of practical skills, general education, attitudes, understanding
and knowledge relating to occupations in various sectors of
economic life“ The Technical and Vocational Education
and Training (TVET)
This is be done through:
1.The Practical Instructional Departments (PIDs)
2.Practical Instruction Centres (PICs)
3.Technical Institutes (TIs)
4.Industrial Training Centres (ITCs)
5.Different department
6. Cont…
This new mode of training required the establishment of the
Council for TVET, through an act of parliament in 2004. The
CBET involves:
1.The continuous study and review of the labour market in
Addis Ababa (Labour Market Information/Intelligence), to
inform on the programmes and courses to be offered by the
TVET Institutions
2.The engagement of practitioners in various occupational
areas to develop the requisite skills needed to meet the
competencies of each occupational area.
3.Development of curriculum by the CTVET for the Training
providers
4.The training of assessors, internal and external verifiers.
5.Training, assessment, verification and certification of
persons.
7. 1.Significance of the Training
The fundamental task of instructional supervision is primarily to promote
the professional skill of supervisors and trainers aiming at the
advancement of the academic and practical (craft) performance of
students. Hence the student researcher has a belief that identifying the
prevailing practice and problems and coming up with relatively
significant recommendations can have its own role to play in improving
the TVET quality. To this end, the study has attempted to offer
affirmative idea such as the following:
•Enable instructional supervisors and teachers realize how the real
problems of institutional and colleges based instructional supervision
occur, where they lie, and how they should be alleviated.
•Enable instructional supervisors use their Leadership role and potentials
in solving instructional problems by facilitating short training workshop
and meetings to build the capacity of supervisors and teachers.
•Serves as a reference point for concerned body and plays considerable
role in directing the extent of the problem and taking the correct
measuring.
8. Definition of supervision
Supervision: the term supervision covers all those service whose main
function is inspect, control, evaluate and or advice assist and support TVET
institution and colleges heads and teachers. (Carron, 1997:11).
Supervisor: is a person formally designated by the organization to study
and monitor the curriculum and instruction of TVET institution and colleges
in order to improve the quality of learning of students (Love ll and Wiles,
1983:11).
Supervisory leadership: is showing an ability to lead and develop a
program of meaningful supervision (Good, 1973:575). institution and
colleges Based (in built) supervision: is a supervisory activity at the
institution and colleges levels which maintain system level norms, and
promote change and development of every institution and colleges
(UNESCO).
Clinical supervision: the rational and practice designed to improve the
teachers classroom performance (Sergiovanni, 1993).
Inspection to examine critically one or more aspects of the institution and
colleges its programs, such as instructional activities and the like (Good,
1997:303).
11. Supervisory Strategies for in-built
Supervisors
As has been mentioned above the chief function
of supervision is helping teachers and in-built
supervisors help themselves for the possibility
of becoming skilled in the process of enhancing
TVET learning. Hence as of Leeper (1969:125)
“It is believed that any TVET system must
design its supervisor program based on its
situations or context”
12. Cont’d…….
Strengthening this notion, Sergivoanni and Stratt
(2002:44) contend, “A one-size- fits- all approach to
supervision will not work since teachers have different
strengths and weakness, and needs and interests” Thus,
they believe that different supervisory approaches
should be available for teachers to work towards their
professional growth and improvement of students’
learning. Accordingly, they proposed that every
institute and college could develop six supervisory
strategies, which provide every teacher the opportunity
to play their supervisory roles and functions. These
are:
13. •Cont’d…..
•1.Collegial Supervision- the authors define it as “a
process by which teachers agree to work on a team basis
for their own professional growth”. As a result, teachers
are expected to observe each other’s classrooms so as to
give feedback for each other, and share ideas on
professional concerns. In collegial supervision the team
members could be two or three volunteer teachers; or all
the teachers in one department. Besides, this type of
supervision help teachers and in-built supervisors to
discuss about educational issues like; preparing CBLM,
progressive chart, session plan, information sheet, jog
sheet, material important for training, curriculum
development, peer coaching, and action research. (Ibid).
14. Cont’d….
2.Mentoring- it is a form of collegial supervision,
which is aimed at inducting or orienting new or
beginner teachers by the experienced teachers in the
TVET institution and college. As of the authors, “a
mentor is a person, usually another teachers, entrusted
with tutoring, educating, and guiding another person
who is typically new to teaching or new to a given
TVET institution and college”. Hence, it is suggested
that the mentor teacher is responsible to acquaint the
new or beginner teacher to the TVET institution and
college culture, to the teaching learning situations, and
to the overall work. This in turn will help them to
perform their roles, to develop their self confidence,
and to meet the standards of teaching.
15. Cont’d…..
More specifically, Benton (1972:175)
contended that the mentoring program in
the TVET institution and college must
serve as a starting point for the new or
beginner teachers in the following ways, it
should create a positive impression and
generate favorable attitude, learning and
cooperative sprit must be facilitated, a
feeling of belongingness should be
established.
16. Cont’d…..
3.Self-directed Supervision- It is a form of
supervision where teachers work alone by assuming
responsibility of their own professional development.
The authors contend that the individual teachers
develop a plan of targets where they seek assistance
from their peer teachers and supervisors in the school.
Thus, the authors strongly believe that, in meeting the
professional development targets, this type of
supervision is ideal or teachers who prefer to work
alone; or who are unable to work cooperatively with
other teachers.
17. Cont’d…
4.Informal Supervision- It is another form of
supervisory strategy, which is characterized by
frequent informal visit to teachers’ teaching and
learning, and conversation with teachers about their
work based on the teachers’ personal invitation. In
this strategy, the authors view that the school
principals and other in-built supervisors work as
equal instructional partners of the teachers. Thus,
they also suggested that the supervisors can in turn
have the opportunity to invite teachers on the
process of instructional supervision as their
partners.
18. Cont’d…
5.Inquiry- based Supervision- It is a supervisory strategy,
which brings teachers to work collaboratively to solve
problems as in the form of action research. Therefore, the
teacher is expected to work closely with the in-built
supervisors in identifying problems and developing a strategy
for its resolution, and in sharing the findings and conclusions.
Emphasizing this, Wiskery (2005:233) believe that “teachers
and institutional and college supervisors should take action
research as means to take critical attitude involving self-
evaluation, development, professionalism, and accountability.”
Hence, author argued that action research is one form of
supervision, which helps teachers to develop a sense of
ownership, and initiate them to change their perception of
teaching.
19. Cont’d……
6.Clinical supervision- it refers to face-to-face contact between teachers
and supervisors with the intention of helping teachers to modify the
existing patterns of teaching. Hence, the authors believe that clinical
supervision is for those teachers who need special assistance to improve
their teaching practice; but not for all teachers since the needs and
interests of teachers differ from one to another.
Strengthening this, Sirtonic and Oasis (1986:158) define clinical
supervision as a “process that enables teachers to question that taken-for-
granted assumptions about their own teaching.”
In this case, it is possible to argue that clinical supervise is a supervisory
strategy, which helps to deal with traditional methods of teaching; in
replacing them with modern (active learning) methods of teaching. This,
in turn, helps to improve the professional practice of teachers so that they
can meet the professional standards set by the school community.
20. Common Procedures for
Classroom/workshop Observation
In carrying out a supervisory service in the
classrooms/workshops, the in-built instructional
supervisor needs to know the three phases/procedures
of supervisory practice. The commonly suggested
procedures by different authors (UNESCO, 2001:55),
Haileselasie (1995:28-31) and TREB (1999 E.C) are
stated as follows:
21. •Cont’d…
•Pre-classroom/workshops observation conference:
getting information about the class, getting on the
strengths and needs in the teaching; the teacher is
asked to indicate some areas in which he/she wishes to
be observed.
•During- : both the teacher. Who is being
suclassroom/workshops Observationpervised, and
the supervisor do this by looking at the specific areas
that the teacher has identified. Hence, relevant
information is noted down on the previously agreed
upon areas of concern or focus.
22. •Cont’d…..
•Post-classroom/workshops observation conference: at this
phase, the teacher clarifies what he/she has observed during
teaching, his/her planning, contributions made by people, etc
depending on the areas he/she has identified. The supervisor
clarifies what he/she has seen, starting with strengths and then,
lastly, the needs which can be planned for. After having
discussions, the teacher and the supervisor will agree on the
aspects to be improved. In the end, where there is a need a
demonstration can be given, and a date to follow-up can be
agreed up on.
Therefore, in the in-built instructional supervision, the
teachers and the in-built supervisors could work cooperatively
as reflective practitioners with the aim of improving the
practice of the teacher so as to make him/her a productive
member of the staff in the TVET institute and college.
53. 3.2 የትብብር ስልጠና ተሳትፎ /Cooperative Training
Training Enrolment
የስልጠናው
ፐሮግራም
/Trainees
program
me
No. of trainees enrolled
in cooperative training
M F T % from total
ዯረጃ
1/Level1
ዯረጃ/Level
l2