DIMENSIONS OF

SUPERVISION
Chapter 2
DIMENSIONS OF
SUPERVISION: AN
INTRODUCTION
JESSA M. ECLE
Supervisory roles differ in scope and extent of influence
depending on the rank, title and position of the person with
supervisory functions in the organizational ladder.

The focus of discussion in this chapter are the roles and functions
of a high-level, school-based officer. By understanding them,
those of lower-level administrators in basic education (i.e.,
assistant principals and subject coordinators) may easily be drawn
by simply scaling down the demands and expectations of
supervision from the higher-level administrator(principal).
The discussion of the roles and functions of supervision revolves around
a site-based management model which is an emerging trend in school
management.
Site-based management, also referred to as school –based
management, is a model that emphasizes professional responsibility
and accountability of building administrators- rather than bureaucratic
regulations –as basis for decision making (Lunenberg and
Ornstein,1991).
In principle, site-based management or school–based management is a
form of decentralization empowering principals and lower-level
administrators to carry out tasks for the smooth operation of their
particular schools in coordination with teachers and other stakeholders.
It provides autonomy to school-based leaders by giving them
some sort of relief from limiting rules and regulations that are set
and defined by authorities outside the school.
As a consequence, school-based leaders are able to share the
authority of making decisions on critical issues like budget,
personnel and programs (curriculum and instruction) with the
major stakeholders of the school such as teachers, parents,
students and other community members.
School –based management is also a focus of reform in
governance of the country like for instance the Republic Act 9155,
otherwise known as the Governance of Basic Education Act.
Advantages on 1. It allows competent individuals
the Use of in the schools to make decisions
School –based that will improve learning.
Model 2. It gives the entire school
community a voice in key
decisions.
3. It focuses accountability on
decisions.
4. It leads to greater design in
programs.
Advantages on 5. It redirects resources to support
the Use of the goals developed in each
School –based school.
Model 6. It leads to realistic budgeting as
parents and teachers become
more aware of the schools’
financial status, spending
limitations and programs’ cost.
7. It improves teachers’ morale and
nurture new leadership at all levels.
 Instructional
Leadership and
Effective Schools

The bottom-line objective of

supervision is effective instruction,
the true measure of education.
Effective instruction is the primary
aim of an effective school
1. Instructional leadership 1. Opportunity to learn and
2. Safe and orderly student time-on-task
environment 2. Frequent monitoring of
3. Climate of high student progress
expectation of success 3. Home-school relations
4. Clear and focused
mission-vision

7 Important Correlates of Effective Schools

 Instructional Leadership
This is the most crucial variable.
It is the thread that binds all the other variables.
Is a basic concept that ensures effectiveness.
It involves tasks such as setting goals, allocating resources for
instruction, managing the curriculum, evaluating teachers
and establishing healthy and viable home-school relations .
Effective instruction becomes possible through the synergy
of all the correlates under a skillful leader.
 Safe and Orderly Environment
The indicators of this correlate may be visible or not.
-Some of the visible indicators are proper maintenance of
school buildings, control of entry of outsiders to the school
premises, clean and secured surroundings and orderly
behavior of students.
-Some of the invisible indicators are respect of human
dignity, respect for cultural diversity and harmony.
 Climate of High Expectations for Success
In effective schools, administrators, teachers and staff believe
that all students are capable of mastering essential school skills.
Because of high expectations, everyone exert optimum effort to
realize the goals of instruction . This is demonstrated by focusing
on instructional results and by using variety of teaching
strategies, effective classroom management principles and
interventions like remedial instruction, reteaching and
regrouping to ensure that all students achieve a reasonable level
of mastery.
 Clear and Focused Mission-Vision
In effective schools, every member is committed to
the instructional goals, procedures, priorities and
norms that are well-defined and articulated.
When everyone is clear on the direction of the
organization, it is easier for the supervisor to secure
cooperation and support for the realization of
institutional goals.
 Opportunity to Learn and
Student Time-on-Task
In effective schools, the required amount of
classroom time is allocated to the instruction of
essential skills.
For optimum learning, students are engaged in
teacher-directed and well-planned learning
experiences during actual class sessions and course-
related activities.
 Frequent Monitoring of Student Progress
Academic progress in an effective school is measured regularly
and periodically through various assessment procedures.
As a matter of practice, the school conducts formative and
summative evaluation procedures to determine the quality of
achievement as well as the realization of goals and objectives.
The assessment results are used to improve not only
individual student performance, but also the quality of
instruction.
 Home-School Relations
In effective schools, parents understand and support the basic
mission of the school.
They are given an opportunity to play an important role in
helping the school achieve its mission. This is done by way of
supporting parent-teacher association (PTA) efforts, promoting
dialogues with parents during PTA conference after the quarterly
distribution of report cards and involving parents in the conduct
of activities like foundation day celebration and field trips.
Positive Results of an Improvement Strategy for Home-
School Relations
1. Less student absenteeism and tardiness
2. Fewer student discipline problem
3. Fewer student dropouts
4. An increase in positive school climate
5. An increase in student graduation rate
6. An increase in parent involvement
7. An increase in student achievement scores on
standardized tests
A COMPREHENSIVE
VIEW OF
SUPERVISION TO
BETTER
COMMUNICATION
JANUS A. GALLA
The effective school model and the various
definitions of supervisions provide the basic
framework for a comprehensive view of
supervision. The dimensions and concerns of
supervisions relating to the correlates of effective
schools, and indicated in the different emphasis
on supervisory behavior across the year are
shown:
Introduction
AREAS OF CONCERNS OF SUPERVISION

Off-Class
In-Class
 SUPERVISION

OFF-CLASS IN-CLASS

CURRICULUM ADMINISTRATION INSTRUCTION EVALUATION

HUMAN RELATIONS

FORMATIVE SUMMATIVE
The different dimensions-
indicates the need for
corresponding special areas of
competence for effectiveness
for the supervisors.
Thus, to be an • Administrative Skills
effective • Curriculum
supervisor: Development Skills
• Instructional Skills
• Interpersonal Skills
• Evaluation Skills
• Leadership Skills
 OFF-CLASS
Areas of Concern of Supervision

•Direct Instruction
•Indirect Instruction
 OFF-CLASS
Areas of Concern of Supervision

•Direct Instruction
•Indirect Instruction
• Used in teaching knowledge acquisition
involving facts, rules and action sequences
• Teacher-centered
• Provide details and redundant practice

DIRECT
INSTRUCTION
• Learner acquires behavior by transforming,
understanding, and constructing
• Teaching concepts, abstraction or patterns
• Learning process is inquiry-based, the
result is discovery and learning context
• Student-centered INDIRECT
INSTRUCTION
 1. Develops an orientation program
The responses of for the teachers;
the participating 2. Develops a clear set of school
principals are goals and objectives;
ranked based on 3. Involves individual departments in
the frequency of curriculum development;
the execution 4. Encourages curriculum
communication with the school
and those concerned in the
district;
The responses of 5. Handles controversial issues
the participating that involves the curriculum;
principals are 6. Spends time visiting teachers
ranked based on in the classroom;
the frequency of
7. Plans staff development
the execution
programs;
8. Rewards curriculum
innovation.
The responses of 9. Encourages use of library and
the participating media services by teachers;
principals are 10. Modifies school plant
ranked based on (environment) to improve
the frequency of instruction;
the execution
11. Organizes staff for curriculum
development;
The responses of 12. Involves teachers in
the participating curriculum development;
principals are 13. Works with curriculum
ranked based on consultants in improving the
the frequency of curriculum;
the execution
14. Serves as a resource for
instructional methodology and
techniques;
The responses of
the participating 15. Plans the curriculum;
principals are 16. Develops curricular
ranked based on
matters for the classroom;
the frequency of
the execution 17. Involves the community
in curriculum development.
1.ORIENTATION

• Standard operating procedure

• Provide them critical information on
curriculum and instruction specifically
lesson planning, curricular practices and
classroom strategies.
 2. REVIEW OF GOALS AND
OBJECTIVES
• Necessary goals and objectives are being
reviewed
• Done through the initiative of the
supervisor in coordination with all
important stakeholders of the school
 3. CURRICULUM REVISIONS
• Based on experiences and information
gathered during the year
• To determine what has worked and what
has not during the year
• Very useful and effective in improving the
teaching and learning process
 4. CURRICULUM IMPROVEMENT
• The process reveals the strengths and
weaknesses of the written curriculum vis-à-
vis the taught curriculum
• Review also exposes weaknesses of the
facility and certain deficiencies in facilities
that have constrained the effective
implementation.
 5. CONTROVERSIAL ISSUES

• Arguments that usually spring from the

parents’ complaints regarding curriculum and
instruction
6. RESOURCE PERSONS

• Exhibits their curriculum leadership by

serving as a resource in such planning,
developing, innovative strategies, audiovisual
materials and test construction
7. RECOGNITION OF ACHIEVEMENT

• Programs in connection with the curriculum

that impacts effective instruction
8. BETTER COMMUNICATION

• Promotes better communication between

the school and the community regarding the
curriculum through newsletters, curricular,
dialogues and meetings.
ISSUES
REGARDING THE
CURRICULUM

SHEILA MARIE R. RAMELO

According to Bago (2020), curriculum
development, although a distinct activity from
instruction, influences to a very large
instruction, influences to a very large extent
the quality of classroom learning experiences.
In the
• It is developed based
Philippines, the
curriculum for on the minimum
basic education learning
is prescribed by competencies
DepEd. identified by
education experts.
Issues on How Much Content to Teach
• It is wise to conduct the process of selecting
and limiting coverage. The conventional
wisdom is that schools should select only the
essential concepts, and do away with non-
essentials.
• Thus, emphasis should be on quality rather
than quantity.
The Written, Congruence Among the Three
Taught, and Curricular Components Based
Tested on the Model by English
Curriculum Written

Curriculum

Taught Tested
 • This process involves the alignment
The Written, of the three components that may
Taught, and visualized graphically as a forming
Tested triangle.
Curriculum • The model suggests that was
written should be taught; what
taught should be tested; what is
tested should be based on what is
taught which, in turn, is based in
the written curriculum.
Design and Delivery Issues
• Design Issues - refer to the structure of the
curriculum with regard to objectives, content,
organization and evaluation as defined by the
work plan.
• Delivery Issues - refer to the quality of
instruction which should be monitored by the
supervisor to insure design integrity.
 English 6 English 6 English 6
Teacher A Teacher B Teacher C
Subject: Grade 6 English
Coordination
(in Design and
Delivery)
 Grade 4
English
All Teachers

Grade 4
English
All Teachers

Articulation Grade 4
English
All Teachers

(in Design and

Delivery) Subjects: Grade 4 English, Grade 5 English and Grade 6 English
INTERDISCIPLINARY
CURRICULUM
PLANNING

RHEA MAE DAIZ

Definition of Terms:

Interdisciplinary – involves the combining of two or more

academic disciplines into one activity

Curriculum – refers to the lessons and academic content taught

in a school or in a specific course or program

Planning – the process of making plans for something

- ensuring curriculum coordination and
articulation is determining a balance between
curricular breadth and depth
- make sure that the desired balance is obtained
- promotes the development of integrated
learning experiences
-integration is the Interdisciplinary
horizontal concern Curriculum
Planning
According to Mathison and Mason (1989), effective
interdisciplinary studies include the following elements:

1. A topic that lends itself to study from several points of

view (e.g., soil erosion)

2. A few valuable themes (or essential questions) the

teacher wants the students to explore (e.g., ecological
balance, environmental protection, environmental
conservation)
3. An approach and activities to further students’
understanding more than is possible in a traditional
single-discipline unit (e.g., investigatory approach,
simulation)
The New Basic Education (BEC)
developed by DepEd relies heavily on interdisciplinary studies
involves five basic core learning areas: English, Science, Mathematics,
Filipino and Makabayan (Operations handbook for BEC)
Makabayan components for Elementary:
Sibika at Kultura, SK (Civics and Culture), Musika, Sining, at
Edukasyon sa Pagpapalakas ng Katawan, MSEP (Music, Arts and Health
and Physical Education) Edukasyon Pantahanan at Pangkabuhayan, EPP
(Home Economics and Livelihood and Edukasyon sa Kagandahang-Asal at
Wastong Pag-uugali, EKAWP (Good Manners and Right Conduct)
The New Basic Education (BEC)
Makabayan for Seondary Curriculum:
Araling Panlipunan, AP (Social Studies), Teknolohiya, Edukasyong
Pantahanan at Pangkabuhayan, TEPP (Technology and Home Economics)
Musika, Sining, Edukasyong Pangkatawan at Edukasyinig Pagkalusugan, MESPP
(Music, Art, Health and Physical Education) and Edukasyon sa Pagpapahalaga,
EP Values Education)
Values Education is an integral part of the basic education curriculum. To
address the systematic teaching of values in ear subject area, DepEd developed
the Values Across Subject Areas (VASA) Framework. Based on the framework, the
attributes of the preferred Filipino are those perceived to be unique in each of the
five core learning areas (see figure 8).
Classroom teachers are expected to
determine the contribution of their
subject area to the list of values
suggested in the framework, and to
teach the subject matter accordingly.
The matrix (see Table 4) serve as a guide
in identifying concepts and skills
(curriculum content), and the teaching
method to be employed in the
development of each specific value
indicated in the framework.
 Mathison and Marson (1989)suggest the
What are the following:
guidelines in 1. Formulate a goal statement which

developing indicates the principle(s) or concept(s) to be

understood (soil erosion).
interdisciplin 2. Select the primary contect base which will

ary lessons? serve as the catalyst for the instruction

(environemental conservation).
3. Indentify events, discoveries and writings
within other disciplines that relate to the
primary content base in a meaningful way (e.g.,
articles on landslides, illegal logging)
 4. Determine the key points of intersection
What are the between the disciplines which correspond to
guidelines in the established terminal goal of instruction.

developing 5. Formulate instructional objectives.

6. Identify the necessary prerequisite
interdisciplin knowledge that students must possess in each

ary lessons? discipline area you will address.

7. Formulate instructional strategies which
compel students to use their knowledge in one
discipline to better understand and appreciate
another.
Based on the guidelines, the procedure initially
involves the determination of the important
concepts, principles, or theories that teachers
want student to understand. Data or pieces of
information in other disciplines that relate to
the primary delivery base (the core content) are
explored by brainstorming or scanning the table
of contents of the textbook to be used.
Interdisciplinary lessons enable students to
reinforce the understanding of a concept or
principle in one subject and in other subjects. For
example, if the concept of balance (equilibrium)
is discussed in depth and very well understood in
science, the learning can be reinforced by the
discussion of the concept of balance (equation)
in mathematics and social sciences (stability).
This is made possible by formulating
instructional objectives that will require
students to use the knowledge learned in one
discipline to understand another subject matter
better.
 The process of curriculum mapping can facilitate
the integration of the curriculum. It involves
collection of data and information regarding
core content, skills, processes, and assessment
contained in the curriculum (syllabus) in order
to identify commonalities, overlaps, and even
CURRICULUM deficiencies in the
MAPPING
curriculum. The skills, processes, and
assessment are listed chronologically.
• The map when completed become the basis for the
review, validation, and revision of the curriculum.
This is possible because a curriculum map provides a
visual representation of the intersection and
relation of several subjects with one another in
terms of objectives, content, skills, processes,
activities, and assessment. By knowing all these bits
of information, the alignment of the written,
taught, and tested curriculum within the academic
calendar can be facilitated.
A curriculum map readily provides
answers to many important
questions regarding teaching-
learning.
• A well developed map informs whether a
specific content is taught, as well as when it
is taught. These pieces of information
enable supervisors to detect the lack of
coordination among teachers handling the
same subject in the same level, which is
oftentimes a reason for complaints from
parents.
• Likewise, when subject areas are properly
aligned and well-articulated, as indicated in the
curriculum map, supervisors and teachers can
readily assess what students have already
mastered in a preceding grade. This allows the
teachers to focus on the teaching of new skills
and knowledge that build on previous ones in
the next grade level.
• By identifying concepts, principles, and
events that relate and intersect between
and across different grade levels that
satisfy instructional objectives, overlaps
can be determined; repetitions can be
avoided, and misalignment can be
corrected.
• After correcting vertical and
horizontal overlaps, repetitions, and
misalignments, the map is reviews by
a different team composed of
instructional leaders (supervisors)
from within the school to determine
common points of instruction.
• After correcting vertical and
horizontal overlaps, repetitions, and
misalignments, the map is reviews by
a different team composed of
instructional leaders (supervisors)
from within the school to determine
common points of instruction.
ADMINISTRATIVE
DIMENSION OF
SUPERVISION
BERT JAMESON D. DARIA
Administrators have to perform many tasks on a daily grind. They
administer processes, programs and services, and personnel.
These tasks include planning, setting and prioritizing of goals,
establishing standards and policies, budgeting, allocating
resources, staffing, coordinating and monitoring performance,
conducting meetings and reporting, among others. In addition,
they interact with faculty, students, parents, and other members
of the community, and communicate information to various
stakeholders, as well as report to higher authorities. All these
multifarious activities are undertaken for the purpose of providing
effective instruction to their clientele.
 Administration of
Processes
A good administrator initiates planning of
programs and strategies; organizes committees to
set and prioritize goals; establishes educational
standards, as well as policies and procedures to
carry them out; takes charge of the staffing of the
organization; coordinates programs and projects,
and prepares reports and budgets.
 Administration of
Processes
PLANS MAY BE LONG-RANGE OR SHORT-RANGE.
 Administration of
Processes
PLANS MAY BE LONG-RANGE OR SHORT-RANGE.
Long-range plans are based on in-depth needs assessment.
They should be based on clear goals and objectives. These plans are
comprehensive, and include such concerns as major program revision,
implementation and evaluation, manpower projections and long-range
staff development programs, and new facilities needed including
building improvements. Long-range plans involve the participation of
important stakeholders of the school.
 Administration of
Processes
PLANS MAY BE LONG-RANGE OR SHORT-RANGE.
Short-range plans are based on the immediate needs
for the incoming year. These plans include minor
revisions in the curriculum, faculty development
activities and preparation of the school calendar,
assignment of loads, purchases, and other needs for the
new school year.
Administration of School heads interview, hire,
Personnel evaluate, and help improve the
skills of teachers and staff. They
give advice, explain procedural
questions, and provide
opportunities for faculty and staff
development. They also make the
painful decision of terminating,
after due process, personnel who
do not meet school standards
despite their effort to help them.
Administration of Principals prepare and
Budgets administer the approved
budgets. This task is oftentimes
unpopular to many
administrators probably because
it is a business concern. The
budget, once approved by higher
authority, serves as a legal basis
for annual expenditures,
accounting, and auditing.
Administration of Budgeting is a skill that every
Budgets administrator must have and
enhance. Typically, the budget is
concerned with three major
types of expenditures: capital
expenditures, personnel
services, and maintenance and
other operating expenses
(MOOE).
 Additional With the increase in faculty militancy, modern
principals are now tasked to perform
Administrative additional roles. Those tasks include public
Roles relations activities and negotiating with
faculty associations.
Public relations require tact and diplomacy,
while negotiating with faculty unions require
comprehensive knowledge of the rules of
management and labor. What this means is
that to be able to represent the school well,
whether in public affairs or in the negotiating
table, it is very important for supervisors to be
highly skilled and knowledgeable.
S u m m a r y
School supervision is a complex
process that entails many dimensions.
Supervisors are expected to attend to
many aspects of supervision both
inside and outside the classroom
because they all impact the delivery of
quality education, which is the primary
S u m m a r y
A school head is a curriculum leader, a
strategic planner, a team leader, an
administrator, an evaluator, and a
negotiator, among many other
functions. The milieu of a school
leader revolves around many
important stakeholders: students,
S u m m a r y In order to realize the objectives of the
school, the school head should provide a
strong and enlightened leadership. Strong
leadership enables schools to deliver
effective instruction, motivates the people
in the organization to work as a high-
performance team, and insures the smooth
operation of the school organization in
S u m m a r y The different dimensions inside or outside
the classroom demand corresponding
special areas of competence for
effectiveness. Thus, to be an effective
supervisor, regardless of title or position, it
is necessary to have administrative skills,
curriculum development skills, instructional
skills, interpersonal skills, evaluation skills,
S u m m a r y
More importantly, it must be emphasized
again that to insure that all the different
areas of concern are addressed effectively
and efficiently, the critical requirement is
the possession and development of
leadership skills by the supervisor.
THANK
YOU!