Instructional Supervision (good presentation)

2. Muhammad Ismail.Muhammad Ismail.
M.Phil. Education.M.Phil. Education.
Roll No:18.Roll No:18.
BahauddinBahauddin
Zakariya UniversityZakariya University
Multan.Multan.
INSTRUCTIONALINSTRUCTIONAL
SUPERVISIONSUPERVISION

3. MEANING OF SUPERVISION:
Supervision comes from the Latin root meaning “oversee” or “have
oversight of”. To supervise means to direct or manage the work of
others.
(1:7)
So far as the etymological meaning of supervision is concerned it
means “Super” – “Vision” for one who supervises. But it actually
implies a “forward look” or a broad “look” for the professional
growth of teachers.
(2:16)

4. DEFINITION OF INSTRUCTIONAL
SUPERVISION
”All efforts of designated school officials towards
providing leadership to teachers and other educational
workers in the improvement of instruction; involves the
stimulation of professional growth and development of
teachers, the selection and revision of educational
objectives, material of instructions and methods of
teaching; and the evaluation of instruction.”
(Dictionary of Education)
(3:176)

5. • Stimulation of professional growth
Selection and revision of objectives of education
• Development of materials for instruction
• Development of better and more effective methods of
teaching
• Evaluation of instruction
Aiding the new teachers to become successful teacher
In the words of Burton and
Brueckner:

6. Functions of Instructional
Supervision:
The improvement of teaching act.
The improvement of the teachers in service.
The selection and organization subject matter.
Testing and measuring.
The rating of teachers.
(4:19—20)

7. Role of the Instruction
Supervisor:
1. Planner:
2. Organizer:
3. Leader:
4. Helper:
5. Evaluator or Appraiser:
6. Motivator:
7. Communicator:
8. Decision maker:

8. 1. Planner:
planning is one of the most important roles for the
instructional supervisor. Planning involves the ability to
determine in advance what should be done and how it is
to be accomplished.
2. Organizer:
The ability to organize is another role that is crucial if
the instructional supervisor is to be successful.
Whether the duties of the supervisor involve class
scheduling or obtaining the necessary curricular
materials, including textbooks, the ability to organize is
essential.

9. 3. Leader:
the supervisor must be able to persuade teachers to
modify their lesson plans or change their teaching
behavior to accommodate individual differences in
students. In addition, persuading teachers to adopt new
curriculum, instructional programs, or instructional
models is often a part of supervisor’s role.
4. Helper:
The supervisor is charged with the responsibility of
helping others. The primary objective for the
supervisor is to help teachers develop and improve
their instructional skills.
The role of helper ranges from providing direct
assistance by listening to teachers as they think
through their instructional sequence.

10. 5. Evaluator or Appraiser:
The ability of the supervisor to appraise the
instructional act is a prerequisite for the improvement
of teaching and learning.
6. Motivator:
Motivation is enhancing a person’s desire to do
something. It is the supervisor’s responsibility to work
with teachers to foster an intrinsic desire to improve
their instructional performance. The supervisor must
use appropriate strategies that will motivate teachers
to improve their performance

11. 7. Communicator:
The ability to transfer information, ideas, or feelings
with the school setting is an important supervisory role.
Supervisors must be good communicators, and their
ability to work with others effectively depends on their
ability to communicate.
8. Decision maker:
They must make decisions about programs, materials,
and the school facilities. The supervisory process
requires continuous decision making and involves
working with teachers, parents, students, and other
administrators to determine what is best for all
involved.
(1:9—11)

12. Limitations of instructional
supervision:
People who aspire to supervisory positions must
be prepared to deal with the mismatch they may
experience between their expectations and the reality
of the performance on the job.
Supervisors must confront are the number of
hours and long days they will have when there are
projects to complete or deadliness to meet.
Supervisors can be further limited if they
believe that they lack the necessary authority to
implement change, enforce policies, or adopt new
programs.
(1:12)