Republic of the Philippines

Commission on Higher Education

LYCEUM NORTHWESTERN UNIVERSITY-ANNEX
Institute of Graduate and Professional Studies

FINAL EXAM in ADVANCED THEORIES AND PRACTICES ON SCHOOL SUPERVISION

Name: HAZEL LEIN I. GRANIL Date___________________ Score__________

I. Fill in the blanks provided before the number with the correct answer. Choose from the choices
inside the box.

Instructional supervision Intensive Development Clinical Supervision in Education Original Clinical Models

Differentiated Supervision Aesthetic/Humanistic Models Cooperative Professional Development

Technology in Social Work Technical/Didactic Models Developmental/Reflective Models

Instructional Supervision 1. It 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.
Intensive Development 2. It is a service provided by supervisors to help teachers discharge their professional
skills in order to improve teaching and learning
Clinical Supervision in Education 3. It involves a teacher receiving information from a colleague who has
observed the teacher's performance and who serves as both a mirror and a sounding
board to enable the teacher to critically examine and possibly alter his or her own
professional practice.
Original Clinical Model 4. These approaches emphasize the importance of collegial relationships with
teachers, cooperative discovery of meaning, and development of unique teaching styles.
Aesthetic/ Humanistic Models 5. These approaches forsake step-by-step procedures and emphasize open
interpersonal relations and personal intuition, artistry, and idiosyncrasy. Supervisors are
encouraged to help teachers understand the artistic and expressive richness of teaching.
Differentiated Supervision 6. These approaches emphasize techniques of observation and feedback that
reinforce certain “effective” behaviors or predetermined models of teaching to which
teachers attempt to conform.
Developmental /Reflective Models 7. These approaches are sensitive to individual differences and the social,
organizational, political, and cultural contexts of teaching. They call on supervisors to
encourage reflection among teachers, foster growth, and promote justice and equity.
Technology in Social Work 8. Any electronically mediated activity used in the conduct of competent and
ethical delivery of social work service.
Technical/Didactic Models 9. It is effectively using evaluations to inform meaningful decisions on teacher
needs. It occurs when school leaders recognize teachers vary greatly in their readiness
levels, their skill sets, and in their confidence, resulting in significant variation in teacher
effectiveness.
Cooperative Professional Development 10. It is a mutually respectful process in which a small group of
teachers agree to work together to facilitate their own professional growth.

II. Write NDB if the behavior mentioned, action taken and situation given is nondirective behavior, CB if it is
collaborative behavior, DIB if it is directive informational behavior and DCB directive control behavior
DCB 1. When teachers are functioning at a very low developmental level
DIB 2. When the teacher does not possess the knowledge about the issue that the supervisor clearly
Possesses
CB 3. When teachers are functioning at moderate or mixed developmental levels

NDB 4. When the teacher or group is functioning at high developmental levels

 NDB 5. When the teacher or group possesses most of the knowledge and expertise about the issue
and the supervisor’s knowledge and expertise are minimal
CB 6. When the teacher and supervisor have approximately the same degree of expertise on the issue
DIB 7. When the teacher feels confused, inexperienced, or is at a loss for what to do, and the supervisor
knows of successful practices
DCB 8. When the teachers do not have awareness, knowledge, or inclination to act on an issue that a
supervisor, who has organizational authority, thinks to be of critical importance to the students,
the teachers, or the community
NDB 9. When the teacher or group has full responsibility or carrying out the decision and the
Supervisor has little involvement
CB 10. When the teacher and supervisor will both be involved in carrying out the decision
DIB 11. When the teacher is functioning at fairly low developmental levels
DCB 12. When teachers will have no involvement and the supervisor will be involved in carrying out the
decision
NDB 13. When the teacher or group is committed to solving the problem but the problem doesn’t
matter to the supervisor
CB 14. When the teacher and supervisor are both committed to solving the problem
DIB 15. When the supervisor is willing to take responsibility for what the teacher chooses to try
DCB 16. When the supervisor is committed to resolving the issue and the teachers are not
DCB 17. In an emergency, when the supervisor does not have time to meet with teachers
DIB 18. When the teacher believes that the supervisor is credible
DIB 19. When the time is short, the constraints are clear, and quick, concrete actions needed to be
taken
NDB 20. The decision belongs to the teacher

III. Write True if the statement provides correct information/data if it is not write False
True 1. Teaching and learning are complementary processes.
True 2. One of the key objectives of instructional supervision is to improve the quality of learner’s
education by improving the teacher’s effectiveness in instruction
True 3. Inadequate time spent on supervision by supervisors is one of the key challenges due to multiple
roles that the supervisors have to perform as part of their administrative duties.
False4. Teachers’ resistance to evaluation is not a negative attitude is not an inhibitors to instructional
Supervision.
True 5. The negative attitude and dissatisfaction of teachers toward instructional supervision
depends on the supervisor-teacher relationship as well as methods and approaches of
supervision used.
True 6. Knowing where a teacher stands developmentally will enable a supervisor know how
to approach a particular situation when needed.
False7. The most influential determinant to student success are extra- curricular activities.
False8. Effective teachers are not engaged in understanding and deepening their pedagogical
knowledge and practice with the intended goal of raising student achievement.
True 9. In order for true transformation to exist the relationship between a teacher and their
instructional supporters must be collaborative and reflective.
True 10. “Educational Supervision is also called clinical supervision.” It establishes a learning alliance
between the supervisor and supervisee, in which supervisee learns therapeutic skills while
developing self-awareness at the same time.
IV. Put a √ if the given word/situation can be considered as an instructional supervision challenge and X if it
is not.
√ 1. Loaded curriculum √ 6. Inadequate teaching/learning materials
√ 2. Teacher/supervisor relationship √ 7. understaffing
√ 3. Crowded and under furnished classrooms √ 8. Teachers’ lack of commitment
√ 4. Deplorable working conditions √ 9. Overworked teachers
√ 5. Attrition of teachers X10. Heavy workload for principals
V. A. Fill in the table with the significant information regarding the approaches/models on clinical
supervision.

Original Clinical Aesthetic/Humanistic Technical/Didactic Developmental/Reflective

Models Models Models. Models.
The original models The perspectives of Eisner The approaches to The models of Glickman,
proposed by and Blumberg are based clinical supervision Costa and Garmston,
Goldhammer and on aesthetic and proposed by Acheson Zeichner and Liston, Garman,
Cogan offer a blend of existential principles. and Gall and by Hunter Smyth, and Waite are
empirical, behavioral, draw heavily on findings sensitive to individual
phenomenological, and from process-product differences and the social,
developmental and effective teaching organizational, political, and
perspectives. research. cultural contexts of teaching.
These models Emphasizes open Emphasizes on Encourages reflection among
emphasize the interpersonal relations techniques of teachers, foster growth, and
importance of collegial and personal intuition, observation and promote justice and equity.
relations between artistry, and feedback that reinforce
supervisors and idiosyncrasy. . These certain “effective”
teachers, cooperative approaches forsake step- behaviors or
discovery of meaning, by-step procedures. predetermined models
and development of of teaching to which
individually unique teachers attempt to
teaching styles.. conform.
Model/approach is Supervisors assist Face-to-face Looks at stages of growth
basically the same for teachers to understand relationship between and the developmental
all teachers the expressive and teacher and supervisor levels of teachers
artistic and a focus on
richness of teaching the teacher’s behavior
in the classroom
Development of Teaching is seen as an Teacher-centered Encourages
unique teaching art, not a science, and is rather than teachers to
styles. not subject to supervisor-centered diagnose
quantitative analysis in instruction and
any meaningful sense become aware of
the
options for change
Cooperative Based upon existential -Interactive rather than Looks at teacher
discovery of meaning, and aesthetic principles directive commitment and level of
and -Eisner is seen as an -Leans towards the abstract thinking
advocate of qualitative formative aspect of
evaluation supervision

B. Identify the important features/characteristics of the different options for differentiated

Supervision
Intensive Cooperative professional Self-directed, Administrative
development development monitoring.

It is a modified -It is “a process of it as “a professional This model is defined as a

form of clinical fostering teachers” development process in process by which an
supervision, development through which teachers work administrator monitors the
where the systematic peer independently to foster their work of the staff member
through a series of
teacher collaboration. growth”. This option is
announced or unannounced
undergoes an -A mutually respectful intended to suit the
visits to the classroom. The
intensive process process in which a small experienced competent visits will generally be brief
of observing and group of teachers agree teachers, who usually prefer and informal, and the
modifying to work together to to work on their own to administrator will
classroom facilitate their own develop themselves. unobtrusively enter and exit
behavior professional growth the classroom at any time
during a lesson.

-Used with a small The teacher becomes , the teacher develops Used to monitor activity
number of part of a two – or – three and carries out in the classroom and
teachers who teacher teams individualized plans for enables the instructional
experience undergoing the professional growth with leader to be aware of any
 difficulty with the mentoring process the instructional leader problems the teacher
teaching process. together. The teachers as a resource might be having.
-Usually clinical observe each other’s - The supervisor plays a
supervision is classes and give feedback supportive role and does not
used with all on each other’s’ teaching. take an active or controlling
teachers, but the part.”
intensive
development it is
used with those
who need it
Includes eight Less time consuming for The instructional leader A process by which the
components that the instructional leader does not need to instructional leader
involve five or because the teachers evaluate the lesson, but monitors the teacher's
more cycles and conduct the supervisory through individual classroom with brief,
multiple process, and the conferences the unannounced visits.
observations instructional leader instructional leader could
serves only as a resource. provide feedback on
improving the instruction
if the teacher so desires.
1st- Conference Used with more Specifically for the The final evaluation of
2nd- Pre- experienced teachers teacher who prefers to the effectiveness of this
observation who seek collegiality or a work alone, yet seeks the model will be mutually
3rd- Diagnostic beneficial mentoring aid of the instructional established by the
observation experience. leader as a mentor participating teacher and
4th- Analysis of the administrator
diagnostic
observation
5th- Diagnostic
debriefing

VI. A. Explain comprehensively the clinical supervision cycle

Clinical Supervision Cycle  

In theory and practice, clinical supervision is a continuous series of cycles in which the
supervisor assists the teacher in successful instructional strategies.

in education involves a teacher receiving information from a colleague who has observed the
teacher's performance and who serves as both a mirror and a sounding board to enable the teacher to
critically examine and possibly alter his or her own professional practice.Although classroom observations are
often conducted by university supervisors or principals, clinical supervision is increasingly used successfully by
mentor teachers, peer coaches, and teacher colleagues who believe that a fresh perspective will help to
improve classroom success.
Stage 1—Pre-observation Conference

Teacher's Task: To mentally rehearse and orally describe the upcoming lesson, including the purpose
and the content, what the teacher will do, and what students are expected to do and learn.

Clinical Supervisor's Task: To learn about and understand what the teacher has in mind for the lesson
to be taught by asking probing and clarifying questions.

Questions to Consider: What type of data will be recorded (e.g., teacher questions, student behaviors,
movement patterns)? How will data be recorded (e.g., video or audio recording, verbatim transcript,
anecdotal notes, checklist)? Who will do what in the subsequent stages?

Stage 2—Classroom Observation/Observation and Data Collection

Teacher's Task: To teach the lesson as well as possible.

Clinical Supervisor's Task: To record events occurring during the lesson as accurately as possible.

Stage 3—Data Analysis and Strategy

Teacher's Task: To help make sense of the data (if directly involved in this stage).

Clinical Supervisor's Task: To make some sense of the raw data and to develop a plan for the
conference.

Questions to Consider: What patterns are evident in the data? Are any critical incidents or turning
points obvious? What strengths did the teacher exhibit? Were any techniques especially successful? Are there
any concerns about the lesson? Which patterns, events, and concerns are most important to address? Which
patterns, events, and concerns can be addressed in the time available? How will the conference begin? How
will the conference end?

Stage 4—Post-Conference

Teacher's Task: To critically examine his or her own teaching with an open mind and to tentatively plan
for the next lesson.

Clinical Supervisor's Task: To help clarify and build upon the teacher's understanding of the behaviors
and events that occurred in the classroom.

Questions to Consider: What patterns and critical incidents are evident in the data? What is the
relationship between these events and student learning? Were any unanticipated or unintended outcomes
evident? What will the teacher do differently for the next class meeting (e.g., new objectives, methods,
content, materials, teacher behaviors, student activities, or assessments)?

Stage 5—Reflection

Teacher's Task: To provide honest feedback to the clinical supervisor about how well the clinical
supervision cycle went.

Clinical Supervisor's Task: To critically examine his or her own performance during the clinical
supervision cycle.
 Questions to Consider: Generally, how well did the clinical supervision cycle go? What worked well?
What did not work well? If you could do it again, what would you do differently? What will you do differently
during the next clinical supervision cycle?

B.Discuss comprehensively the SOIL Model ( Supervisory Options for Instructional Leaders and its significant
effect on the part of the instructional leader and the teachers.

Glatthorn (1997) suggested four supervisory options: intensive development, cooperative

professional development, self–directed development, and administrative monitoring. Intensive
development follows the same procedures as clinical supervision; however, one objective and/or goal
is selected by the supervisor.
. Selected supervisory approaches served as the basis for creating the Supervisory Options for
Instructional Leaders (SOIL) Model. Instructional leaders in a variety of educational settings could use
this model. The SOIL Model is divided into three levels of supervision. The supervisory approaches
included in each level are placed along a continuum of reward and risk.
Reward is defined as "something given or offered for some service or attainment" (Mish, 1989,
p. 628). Risk is defined by Mish (1989) as "the exposure to possible loss or injury" (p. 632). As the
instructional leader and teacher develop in the supervisory process, it is proposed that the approach of
supervision used should change. As professional readiness increases and as the circumstances dictate,
the instructional leader should progress in an upward direction on the continuum and facilitate more
teacher-directed approaches of supervision. With teacher-directed approaches of supervision,
instructional leaders and teachers may experience greater reward from the supervisory process.
 Fritz & Miller's (2003) SOIL model includes three supervisory levels: structured, moderately
structured, and relatively unstructured. The three levels of supervision are ordered from left to right,
by increasing reward.
Structured Level -An instructional leader advocates for effective teaching by providing clarity
and support for teachers as well as procuring the necessary resources to maximize teaching
effectiveness. Some specific skills related to instructional leadership include: Communication skills.
Moderately Structured- Developmental contextualism recognizes that humans are inherently
social beings, and in fact it is through interactions with other human beings that an individual's
personal characteristics come to have meaning and that change occurs
Relatively Structured- means tailoring instruction to meet individual needs. Whether
teachers differentiate content, process, products, or the learning environment, the use of ongoing
assessment and flexible grouping makes this a successful approach to instruction.
VI. Essay
1. Name ways on how you are going to address the different needs of the different groups of
teachers ( differentiated supervision )
a. New teachers/beginning teachers
b. Struggling teachers
c. Achieving/excelling teachers

For new teachers I think it is best to give them support and mentor them on techniques
and strategies in teaching-learning process or in classroom management but only a few,
because you see too much information may mislead them since we expect it for them to
execute all of those at day 1. We can gradually give instructions after and provide assistance
 for improvement. For new teachers what important is to we give them techniques on how
to help them build relationships with students; grab students attention at the beginning of
lessons; develop and maintain high behavioural expectations throughout a lesson and
create a joyful, safe, inclusive classroom environment. Next is to give effective professional
end emotional support. As a head it is much important for us to have a good
communication to our teachers. Effective mentoring means having a partner and
collaborator who can ask questions about lesson delivery and development and providing
them the breathing space for them to reflect on what is working and what is not. We
should also include in the list the patience we should give and non-judgmental
understanding to our teachers. We all know how it feels, we must understand that all
teachers need time to grow and our full support can mitigate some of the growing pains.
We can teach them by facilitating and not by dictating, let us be the model of our
expectations so that they could easily follow on the track that we want to lead them.
For the next category of teachers, we need to assess first their strengths and weakness.
This is a crucial part of the principal’s job that we should know our teachers potentials and
needs, and therefore make a plan for providing help for teachers that focus on areas that
need improvement. Sometimes we need to listen to those teachers who are not doing well
because more often they are the one who has concerns and need to address properly. For
the struggling teachers, we should encourage them to attend professional trainings and
grab opportunities that are unique to their individual needs. Always find an outstanding
workshop for them and also encourage them to continue graduate studies. Next is that we
have to provide feedback to our teachers, when we are observing them and also
compliment them if they’ve done something that is rewarding, we should appreciate our
teachers often and start a good conversation, the more we talk to them the more that they
will feel the sense of belongingness that will allow them to approach you more and ask
more of your assistance.
When you were a teacher you always want to be appreciated so when the time comes
let us always acknowledge our teachers efforts and hard works by giving incentives or gifts
(personal) or reward with certificate of recognition to show our support and appreciation to
them. Since they are achieving we could just provide little assistance and coaching and also
ask their help to assist other teachers and share their ideas to become as productive as
them. Another is to provide a positive feedback to them, let us give them a fair treatment
and also ask their concerns or problems inside the classroom even if we know that they are
the good ones, sometimes we give our full assistance to those struggling and forget that
those achievers also need support from the school head, though we know that they can do
it on their own it is not too much to ask to them if they have also problems. Next is inform
them about vacant positions or for promotion this will motivate them in performing more
and will push them to do their best in everything, so as a head when they submit papers
make sure to assist them well by making follow ups o their papers and help them on how to
fill up their lacking for their promotion.

2. Compare and contrast the Practices in Supervision under the old and new normal

Giving supervision both to teachers and students are really important. In old supervision
we could see and assess the actual situation, the learners or teachers weaknesses, their strengths ,
their needs, and so we can provide the right technical assistance suited on the situation at the
same time we could actually check if there’s improvement or progress on both learners and
teachers not unlike now, in new normal, it is really hard to supervise , we cannot assess learners
and also teachers performance based on the real and actual situation, we just rely on the result of
our pupils SLM, and also for both learners and teachers, we observe their responses on group
chats, in which we can provide assistance but even if we can provide technical assistance to both
teachers and learners still it is very hard to measure if theirs improvement or progress on the both
of them.