UNIVERSITY OF CALOOCAN CITY

Graduate School

SUPERVISION OF INSTRUCTION AND SCHOOL ACTIVITIES

MIDTERM/FINAL EXAMINATION
2nd Semester, S.Y. 2018-2019

Name: QUENNY D. CABILDO Professor: DR. KEN PAUL M.

ESPINOSA
Section: MAEd-1B Date: March 9, 2019

I. Educational Philosophy
Educational research has repeatedly identified teacher “effectiveness” as the most
important factor in the student learning. The work that teachers accomplish in classroom
matters and public education’s top priority should be developing teachers.

a. Discuss your ideal principle to keep your teachers motivated to deliver

instructional process effectively. Justify your answer.

Answer:
As an administrator we have to keep our teachers well motivated for them to consistently
effective teachers. These are some of my principle to keep them motivated.

1. Make yourself available – as a supervisor we must help our teachers as much as

possible, when they have heavier workload. Teachers will feel your concern as a leader
and not just a boss.
2. Publicly praise teachers – Extrinsic motivation is useless if they don’t feel any intrinsic.
If the teachers feel valued, you won’t need to worry about motivating them. These
teachers will know how to stay motivated.
3. Encourage teachers to reward each other – Create a teaching trophy that is given out
at the end of each day, week, or month. This can be awarded for excellent teaching, or
going above and beyond in activities outside the classroom. Have the last winner select
the winners of the next award. This provides your teachers with an incentive to excel and
also gets them used to accepting feedback from each other.
4. Leave some room in the budget for small gifts – Consider purchasing something small
like key chains or any school supplies that you can give to teachers who go above and
beyond.
5. Encourage teachers to seek out professional development opportunities – You should
offer professional development for the teachers within your school, but also provide
opportunities for each teacher to learn outside the school. This could include conferences,
workshop, seminars, or specialized professional development offered at the district level.
Approve all reasonable requests. Make sure that you are also keeping an eye out for new
opportunities and presenting these to all teachers at staff meetings.
6. Give teachers a voice – Being left out of an important decision that affects them is the
easiest way for a teacher to lose motivation. Many teachers would love to be involved in
these decisions if you gave them the opportunity. Invite a teacher from each grade level
to be a representative during board meetings to get their opinions and learn about their
proposed strategies.
 UNIVERSITY OF CALOOCAN CITY
Graduate School

7. Empower each teacher’s strengths – Every teacher has strengths and weaknesses, when
teachers are able to use that strength in the classroom, It is easy to see how much more
engage and inspired pupils become.
8. Recognize key stress times – Don’t overload teachers with professional development
during report card season. Avoid new initiative and stresses during the end of the term,
report-writing periods, or while teachers are marking exams. If there’s any way you can
land a hand during these times, whether it’s taking on some of the work yourself, or
covering a teachers lunch supervision shift, make sure to do so.
9. Encourage collaboration – Having your teachers work together can significantly impact
their motivation. More experienced teachers will be recognized for their best teaching
strategies. Younger teachers will be given validation that things they are trying are
actually working. Consider creating professional learning communities within your
school to create a more formal structure for collaboration.

b. Discuss your particular plan in evaluating your teacher’s teaching

demonstration. Elaborate your answer.

Answer:
In my own principle these are my possible plans in evaluating teachers during teaching
demonstration.

1. I have to consider the kind of demonstration will be done, grade level,

strategies, topics/objectives, also if its school level, district, division,
regional or national level. With these we will be having an idea or advance
expectations before the demonstration teaching.
2. Also we have to consider who will be the audiences or observers, as an
evaluator our post comments were very important for the demonstrator
teacher as well with the audiences. For example, if the audiences were
education student/practice teachers. It will be good to give some comments
that will help them for their studies and future plans on applying for the
teaching position.
3. Another part of the plan is considering who will be the demonstrator
teachers, teaching position, and their purposes on having this kind of
demonstration. For example if a teacher having its demonstration as part of
requirements for applying the position of Master Teacher, of course we have
to expect higher level of demonstration.
4. Creating Rubric: It will be easier to evaluate demonstration teaching if we
an organized and reliable rubric, it will be also fair and professional.
5. Finally, considering all of the above, don’t forget to use the latest
assessment tools. That will guide also the demonstrating teacher before and
during the demonstration.
 UNIVERSITY OF CALOOCAN CITY
Graduate School

II. Effective Instructional Supervisor

a. What step/plan do you take to prepare as an instructional supervisor?

Answer:
To become effective instructional supervisor, these are some of my possible plans.

1. Teacher Evaluation - To enhance professional effectiveness of the teaching staff, as a

supervisor, I have to be skilled in evaluating teachers in different areas. To keep them on
the track and monitor their activities.
2. Assessing pupils’ progress – To assess pupils’ progress toward the established standards
and facilitating the planning of various types of instructions. I should determine if
teachers using numerous formative and summative diagnostic processes available to
assist in planning meaningful instruction.
3. Instructional Strategies – When profession deals with people, cause-and-effect
relationship are never identified as certainties, only as possibilities. Therefore, there are
no certainties in teaching. It is situational process requiring constant decision-making
which, when properly implemented, increases the probability of learning.
4. Planning the lesson – Formulating well-defined objectives of the lesson in a critical first
step as it provides the direction and framework for the decisions which will follow.
5. Preparing the lesson – Administrators will know if the appropriate planning for
instruction has taken place when the teachers is able to design a lesson that achieve the
objectives. This means everything the teacher and pupils do during the lesson is related to
the objectives.
6. Monitoring pupils’ progress – It is clear that good teaching requires diagnosing pupils’
progress during the lesson and adjusting instruction accordingly.
7. Conducting practice session – Once pupils have an adequate level of understanding, it is
important that pupils be given the opportunity to practice the new skills and its
application.
8. Suitable learning environment – As administrator we must evaluate and verify that
teachers establish and maintain a suitable learning environment. Therefore, each teacher
should develop and implement clear classroom routines and appropriate standards at the
beginning of each school year to ensure the health, safety, and welfare of the pupils.
9. Supervision strategies – Supervision of instruction must be built on the observers’
thorough understanding and in-depth knowledge of instructional theory, not on a check
list of what should be in lesson.
10. Gathering data – All data and forms must be documented and collected properly. It will
serve as evidences in all school accomplishments. It will also help the school for future
references.
11. Teacher conferencing – Conferencing throughout the year means to communicate the
evaluation of the teachers’ performance. Decisions shared during the conference are
based upon the data collected through observations, review of documents, and interviews
that relate to the assessment and evaluation of teachers. Ability to meet the requirements.
12. Planning the conference – In preparation for the conference, the administrator will need
to review the data and identify the strengths and areas of concern.
 UNIVERSITY OF CALOOCAN CITY
Graduate School

13. Memorandum and letters of Reprimand – In education, a memorandum is often

defined as any written material given to any teachers regarding to their performances,
school activities and etc.
14. Staff development – The quality of pupil learning is directly related to the quality of
classroom instruction.

b. In what area are you most effective as supervisor? How do you supervised
effectively? How do you evaluate effectively?

Answer:
As a leader I am fair to everyone, I treat each other fairly and respectfully. Learn their
individual strengths and weaknesses. This will aid me in assigning tasks on the basis of skills
rather than random. It will make them feel good working with me. Show continuing concern to
them, by providing feedback on their performance regularly not just at performance evaluation
time. Being honest whether they are doing well or bad. These means, giving praise when
deserved-not when it isn’t. I criticized with care, being flexible in dealing with them. Giving
simple directions; defending them against unfair criticism. Being a coach not a general.

c. In what areas would you like to improve as a supervisor? What steps do you
plan and how could the school or your mentor helps you?

Answer:
I think one of my weaknesses (as the current district coordinator) is being unrealistic. I
have unrealistic expectations in the workplace, example: giving a valuable team member too
many tasks with short deadlines.
Mentor may help me by showing what it takes to be productive and successful,
demonstrating the specific behaviors and actions required to succeed in the field of supervising
education. With positive attitude and professionalism.