Instructional supervision: Quality beyond the classroom

Marina M. Gamido

NOW, more than ever, the professional development of teachers is crucial – and this depends on how instructional supervision can be tied to how teachers can improve their professional abilities.

Remember, schools must provide quality education to attract students. For sustainable development, schools and their leaders are expected to strengthen the professional competency of teachers and staff, formulate strategic plans, and build collaborative relationships with external parties to manage change.

As instructional leaders, principals are primarily responsible for promoting effective teaching implementation. They continually engage teachers in instructional dialog and reflective practices to ensure that they are thoroughly equipped to improve student performance.

They should be aware of the varied instructional strategies that directly or indirectly improve teachers’ professional development.

According to research, instructional leaders not only play administrative roles but also guides teachers. They should inspire teachers to overcome challenges and changes in education, especially now that we are in a pandemic.

Instructional supervision means considering the influence of teachers’ instructional behaviors. Leaders then must engage teachers to support improved practice and empower them to be creative and innovative.

Feedback is important for professional development. Teachers should become more adaptive, innovative, and intelligent in this day and age. One way to improve their professional development is sharing knowledge with other teachers. Not only that, they can also improve their self-understanding and professional abilities.

The author is Head Teacher

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III at San Isidro Elementary School, Lubao West

District