INTENSIFYING INSTRUCTIONAL SUPERVISION

MARVIN G. BOLIVAR

Some teachers get irritated and anxious when they’ve heard the schedule for classroom observation especially when their names are included in the lists. At some point, principals perform their function religiously, perhaps the most critical among the functions of a school head, in terms of instructional supervision, monitoring and evaluation of the teaching-learning process in their respective station. Instructional supervision provides clearer understanding on the actual need of teachers to capacitate their teaching performance that could lead for better instructional practices in school. Instructional supervision is very important especially in the realization of effective delivery of educational system. As a result, it brings out improvement in teaching - learning process through a channel of cooperative and collaborative learning activities guided with desirable relationship between school head and teachers concerned with teaching and learning in school. It also provides an equal access to quality educational programs for all, since the school head grasps teacher’s accountability in providing germane and relevant programs suited for the diverse needs of the pupils.

School head and teachers are accounted for on how pupils will be engaged for meaningful activities on the execution of the lesson to meet the content standards, performance standards and competencies for a particular learning area during the pre-observation and the areas that require for some technical support and post-conference to strengthen the effectiveness of supervision which teachers are task to capacitate their self reflection in teaching. Indeed, it is evidently important that school head and teachers work harmoniously to provide engaging instruction to intensify pupil’s academic achievement while implementing school’s vision and mission, programs and other educational reforms and improvement efforts.

In addition, teachers should embrace the real purpose of instructional supervision for their professional growth and active involvement because the achievement of effective learning depends largely on their job performance. However, a comprehensive interaction should be considered between the school head and teachers to generate quality of instruction in their own level. Furthermore, instructional supervision engenders assistance in the enhancement of teaching-learning situation. — oOo— The author is Head Teacher III at Acli Elementary School, Mexico North District