Curriculum Evaluation,
UNIT 3 Supervision and Decision
making
Supervision
AGENDA Features
Decision Making
“Supervision of instruction is what school personnel do
with adults and things to maintain or change the school
operation in ways that directly influence the teaching
process employed to promote pupil learning.” Harris
“Instructional Supervision is the process of working with
What is teachers to improve classroom instruction.” Beach,
Reinhartz
Supervision?
“Supervision is instructional leadership that relates
perspectives to behavior, clarifies purposes, contributes to
and supports organizational actions, coordinates
interactions, provides for maintenance and improvement
of the instructional program, and assesses goal
achievements.” Krey & Burke
SUPERVISION
• Bernard and Goodyear (1998) offer this definition
that has come to be accepted within the counselling
profession:
• “Supervision is an intervention that is provided by a
senior member of a profession to a junior member
or members of that same profession. This
relationship is evaluative, extends over time, and has
the simultaneous purposes of enhancing the
professional functioning of the junior member(s),
monitoring the quality of professional services
offered to the clients she, he, or they see(s), and
serving as a gatekeeper of those who are to enter
the particular profession.”
• Educational supervision is a term used to identify the
work duties of administrative workers in education.
Educational supervisors make sure the educational
institution operates efficiently and within the legal
requirements and rules. The purpose of this field is
to make sure teachers and other faculty members
are doing what they're supposed to be doing and
that students are receiving the best education
possible.
Features
• Supervision is an
intervention
• Supervision is provided by
clinical supervisor
• Supervision is a relationship
that extends over time
• Needs for supervision
Supervision is an intervention
• There are unique competencies and skills involved in
supervision that allow the supervisor to help the
supervisee. Models of supervision exist that provide a
framework for the process. In addition, supervisors
incorporate various modes and interventions to facilitate
supervisee development.
• Awareness of these models, modes, and interventions will
help the supervisee understand the underlying processes of
supervision and therefore, be a more active participant in
the supervision process. A dialogue can develop between
supervisor and supervisee as a means to share personal
styles and preferences for frameworks and interventions to
be used in supervision.
Supervision is
provided by a
Clinical supervisor
(Educational
Supervisor)
Supervision is a relationship that extends over time
It is important to keep in mind that
The process of supervision occurs As assumption of supervision is that
both the supervisor and supervisee
within the relationship established it will last long enough for some
contribute to the relationship and
between the supervisor and developmental progress of the
have responsibilities within the
supervisee. supervisee.
process.
Supervision is differentiated from
brief interactions (such as The fact that supervision is ongoing
workshops), and consultation that, allows for the relationship to grow
by definition, is time and session and develop. The importance of the
limited, although all of these supervisory relationship has received
interactions share common goals much attention in supervision
(e.g., training in a skill, clarification of literature.
process, regaining objectivity).
1. Supervision is needed to provide expert
technical assistance
2. Supervision is needed for growth of
teachers
Need for 3. Supervision is needed to help prepare
Supervision teachers for learning
4. Supervision is needed to keep teachers up
to date
5. Supervision is necessary to provide
democratic professional leadership
Educational Innovation
The following are the important points to keep in mind while brining
innovation and change
• Change is a learning process (and therefore needs to be regarded
as such)
• Change is a journey, not a blue print – it involves not just one-off
solutions, but continuous planning and adjusting
• Problems arise from the change process; these are natural and
expected and must be identified and solved
• Change is resource hungry (to be successful, this fact must be
recognised, and, implicitly, provision must be made)
• Change requires local power to manage it; it can't be managed by
remote control from a central power source
• Change is systemic: it involves linkages and interconnections
among many systems and issues in the organization.
Decision Making
Types of Decisions
1. Institutional Decisions- decisions related scheduling or policy making concerning programmes and activities and curricula. They
include allocation decisions, expenditure decisions, planning decisions, facilities decisions, and so on. Quality of an institution
largely depends upon these decisions
2. Strategy Decisions- After the institutional decisions are made, it remains to see how it should be implemented. This calls for
identifying appropriate strategies or tactics to move the institutions from one existing to another expected situation. Strategy
decisions are about who should be involved in what, when and how
3. Administrator’s Behaviours Decisions- No administrator can have a random manner. His own behaviour is important in all
situations. Hence all new administrative situations require specific, relevant and meaningful behaviours for success. To take
decisions about one’s own response and behaviours, administrators must know themselves well and also others.
Depending upon what will happen to the goal and objective as consequences of the decision taken, decisions may be classified as
follows
a) Status Quo Decisions- This emerge when administrators decide not to change the situation
b) Deferred Decisions- It means not decide at this time.(Postponement)
c) New Course Decisions- It implies starting a whole new direction
d) Response Decision – It implies actual response to the situation
