Eda 822 Supervision of Instruction in Education

COURSE
GUIDE
EDA 822
SUPERVISION OF INSTRUCTION IN EDUCATION
Course Team Dr. Mobolaji Ogunsanya

(Course Developer/Writer) – Department of
Educational Management, University of
Ibadan
NATIONAL OPEN UNIVERSITY OF NIGERIA

EDA 822 COURSE GUIDE
© 2022 by NOUN Press

National Open University of Nigeria
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All rights reserved. No part of this book may be reproduced, in any form
or by any means, without permission in writing from the publisher.
First Printed 2006
Reprocessed 2022
ISBN: 978-058-170-7
ii
CONTENTS
Introduction……………………………………………………….. v
Course Aims…………………………………………………….. v
Course Objectives…………………………………………………. v
Working through this course……………………………………… vi
Course Materials…………………………………………………… vi
Study Units………………………………………………………… vi
Textbooks………………………………………………………… vii
Assessment………………………………………………………… vii
Assignment………………………………………………………… viii
Final Examination and Grading…………………………………… viii
Course Marking Scheme………………………………………….. viii
How to get the most out of this course……………………………. ix
Tutors and Tutorial………………………………………………… ix
Summary…………………………………………………………… x
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EDA 822 SUPERVISION OF INSTRUCTION IN EDUCATION
INTRODUCTION
The course will consist of twenty units, which gives the students basis
knowledge of supervision in education of instruction in education. The
course spreads through area like as supervision and leadership,
communication, community development, curriculum development,
staff development etc. which will expand the horizon of the students
with fundamental principles that gives them a solid back group or the
school system and ideal supervision.
COURSE AIMS
The aim of the course can be summarized as follows: The course aims to
give an understanding of supervision of instruction in education and
how the supervisory principles use appropriate skills and styles in
supervising the teacher in order to enhance a conducive atmosphere for
learning and facilitate cordial relationship between the school and the
community.
This will be achieved by aiming to:
1. Introduce students to the basic principles of supervision

and school administration.
2. Demonstrate how supervision and school administration impact
is being felt by the entire community.
3. Explain how school system is being influenced by the
structure of the community.
4. Outline the roles of supervisory principles
5. Give you how supervision promote staff development
COURSE OBJECTIVES
To achieve these aims, the course has overall objectives being

synthesized from the specific objectives of each unit when are always
included at the beginning of each unit when are always included at
beginning of each unit. It is imperative for you to check the objectives
of each unit out the completion of each unit, then you can be sure that
you have achieved them.
Bye and large the following pertinent objectives should be achieved at

the end of the course. On successful completion of the course, you
should be able to:
1) Explain the various meaning of supervision.

2) Discuss the historical development of supervision in Nigeria
3) Describe the factors determine the characteristics of supervision.
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4) Explain how the potential can be released

5) Define the concept “Power with Approach” to leadership.
6) State the barriers to communication.
7) Explain the responsibilities of supervisor.
8) Discuss the organization for curriculum development.
9) Enumerate the principles of in-service educational programme
10) Itemise the role of principal as instructional leader.
11) Discuss the basic principles of organization
12) List the activities that are applicable to a specific visit.
13) Identify the criteria to be followed by the supervising principal in
the follow-up conference.
14) Describe the organization and operation of workshop.
15) Explain the teacher evaluation and appraisal techniques.
16) Discuss how to improve library services.
17) Enumerate steps in building a community relations programme
18) Identify the qualities of a profession.
19) List the principles for the evaluation of supervision
20) Describe the new directions in educational supervision.
WORKING THROUGH THIS COURSE

Before the completion of this course, you must have read the study
units, text books and other materials prescribed. Each unit also contains
Tutor Marked Assignment Question for which you need to have
personal assessment on the course. Assignments and class works will be
given periodically and final examination will be conducted after the
completion of the course. The course will take you 10 weeks and time
is allocated to each unit.
COURSE MATERIALS
The major components of the course are:
1 Course outline
2 Course guide
3 Study units
4 Textbooks
STUDY UNITS
There are twenty study units in this course, they are as follows:
MODULE 1
Unit 1: The Concept of Instructional Supervision
Unit 2: Functions of Instructional Supervision
Unit 3: Evolution of School Supervision/Inspection
Unit 4: Supervision for the Release of Human Potential
Unit 5: Supervision is Leadership.
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MODULE 2
Unit 1 Supervision is communication
Unit 2 Application of communication theory to supervisory
practice
Unit 3 Supervision and curriculum development
Unit 4 Supervision and staff development
Unit 5 The Supervisory Team
MODULE 3
Unit 1 Organizing the supervisory visits
Unit 2 How to improve supervisory visits
Unit 3 Supervisory follow-up conference
Unit 4 Organizing a successful workshop
Unit 5 Measuring teacher performance
MODULE 4
Unit 1 Use of instructional media and library facilities
Unit 2 Building a community support programme
Unit 3 Professional responsibility of the supervisor
Unit 4 Evaluating a supervisory programme
Unit 5 The future of supervision
Each unit consists of introduction, learning outcome, contents,

summary, conclusion, suggested text books, self assessment exercise
and possible answers which direct you to work on exercises written at
the end of each topic or sub-topics. These exercises will assist you in
achieving the stated objectives of the individual units and of the course.
TEXTBOOKS
There are two compulsory set books. You should purchase them
yourself. Kimball Wiles and John Lovell (1975): Supervision for better
schools, Prentice – Hall, Inc Engleriood Cliffs, New Jersey.
Marks J.R.et al (1988): Handbook of Educational supervision, a guide
for the Practitioner. Allyn and Bacon, Inc. Boston Massachusetts.
ASSESMENT
There are two aspects to the assessment of the course. First are the
assignments, second, there is a written examination in tackling the
assignments; you are expected to apply information, knowledge and
techniques gathered during the course. The assignments must be
submitted to your tutor for formal assessment. It will constitute 30% of
your total course mark. At the end of the course, final examination of
two to three hours’ duration will be written and it will also count for
70% of your total course mark.
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ASSIGNMENT
There are three assignments in this course, which will be submitted as at

when due, and counts for 10marks towards your total course mark. The
materials and the set books including the study units will help you in
writing the assignment. It is desirable if you can write a good
assignment to demonstrate the knowledge you have acquired. Other
references or suggested text will also assist you. Make sure the
assignments get to your tutor on or before expiration date. If you cannot
complete your assignment at the appointed time, contact your tutor
before the assignment is due for discussion for possible extension.
FINAL EXAMINATION AND GRADING
The final examination will be for two hours’ duration and have a value
of 60% of the total course grade. It will consist questions which reflect
the types of self-testing, practice exercises and tutor-marked problems
you have encountered previously. It would be better if you can
constitute a discussion group of considerable number and practice or
discuss the exercises written in each unit before the examination period.
COURSE MARKING SCHEME
The following table shows the breaking down of the marks.
Assessment Marks
3 assignments Each counts for 10 marks
Each = 30marks of course marks
Final examination 70 marks overall course marks
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HOW TO GET THE MOST FROM THIS COURSE
The course guide serves as substitute for University lecture under a

distance learning programme. The students can read at their own pace
and understand as if they are listening to a lecturer. The study units
serve a guide as to when a student will read.
Each unit follows a common format. The first item is an introduction

which acquaints you to the topic, next is the objective of the unit which
allows you to know when you have completed the unit and guide your
study. The main body of the unit called content guides you through the
require reading from other sources. This will usually be either set
books or from a readings section. Practical exercises are given at the
end of topic which if practiced will enhance your understanding.
Tutor/computer – marked assignment questions are interspersed

throughout the units and answers are given inform of a kit at the end of
the unit. The following is a practical strategy for working through the
course. If you have questions bothering your mind contact your tutor
through e-mail or phone or any means he or she will be willing to assist
you. In addition to this:
a) Read the course guide thoroughly

b) Read the course outline very well
c) Organize a study schedule with the help of course overview
d) Try to adhere strictly to your schedule
e) Work through the unit and use it to guide your reading
f) Review the objectives for each unit to confirm that you have
achieved them if you are not satisfied consult your tutor.
g) When you are satisfied with a unit’s objectives, you can then start
on the next unit proceed unit by unit through the course and try to
pace your study so that you keep yourself on schedule.
h) After completing the last unit, review the course and prepare
yourself for the final examination. Check that you have achieved
the unit objectives.
TUTOR AND TUTORIALS
There are 20 hours of tutorials (twenty 1 hour sessions) provided in

support of this course. You will be notified of the dates, times and
location of these tutorials, together with the name of phone number of
your tutor as soon as you are allocated a tutorial group.
Your tutor will mark and comment on your assignments, keep a close
watch on your progress and on any difficulties you might encounter and
provide assistance to you during the course. You must mail your tutor-
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marked assignments to your tutor well before the due date. They will be
marked and turned to you as soon as possible.
Do not hesitate to contact your tutor by telephone, e-mail or discussion

board if you need help. Try your best to attend the tutorials. This is the
only chance to have face to face contact with your tutor and to ask
questions which are answered instantly.
You can raise any problem encountered in the course of your study.
Prepare your question before attending the tutorials. You will learn a lot
from participating in discussions actively.
SUMMARY
At the end of this course, you will be able to answer these kind of
questions after being equipped with the basic knowledge of supervision:
1.0 What is supervision? is there any difference between
supervision and inspection ?
2.0 Narrate the history of school inspection in Nigeria.
3.0 Who is a leader? And what is leadership?
4.0 Discuss at least three different communication methods through
customary channel.
5.0 Distinguish between workshop and teacher’s meeting?
6.0 What is the effect of evaluation on staff development?
7.0 Explain the roles or principals as an instructional leader
8.0 Explain the basic principles of organization for supervision.
9.0 List the basic principles of supervisory visit.
10.0 State the factors influencing the conduct of a successful
conference
11.0 State the basic principles of supervisory activities
12.0 Discuss various ways of improving library services.
13.0 Enumerate the basic principles of community relation’s
programme
14.0 What are the requirements for professional status?
15.0 Explain the evidence of an effective supervisory programme.
Note that the list of questions that you can answer is not limited to the
above listed questions. You should try to apply your practical
experience to some other questions that may arise.
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MAIN
COURSE
CONTENTS
Module 1 …………………………………………………….. 1
Unit 1 The Concept of Instructional Supervision……….. 1

Unit 2 Evolution of Supervision…………………………. 7
Unit 3 Functions of Instructional Supervision…………... 13
Unit 4 The Realizations of Human Potential……………. 18
Unit 5 Supervision is Leadership……………………….. 23
Module 2 …………………………………………………….. 29
Unit 1 Supervision is communication……………………. 29

Unit 2 Application of communication theory to
supervisory practice………………………………. 34
Unit 3 Supervision and curriculum development………… 38
Unit 4 Supervision and staff development……………….. 42
Unit 5 The Supervisory Team……………………………. 49
Module 3 …………………………………………………….. 55
Unit 1 Organizing the supervisory visits…………………. 55

Unit 2 How to improve supervisory visits……………….. 60
Unit 3 Supervisory follow-up conference………………... 67
Unit 4 Organizing a successful workshop………………... 72
Unit 5 Measuring teacher performance…………………… 77
Module 4 …………………………………………………….. 82
Unit 1 Use of instructional media and library facilities….. 82

Unit 2 Building a community support programme………. 87
Unit 3 Professional responsibility of the supervisor……… 93
Unit 4 Evaluating a supervisory programme……………… 98
Unit 5 The future of supervision………………………….. 102
EDA 822 MODULE 1
MODULE 1
Unit 1 The Concept of Instructional Supervision

Unit 2 Functions of Instructional Supervision
Unit 3 Evolution of School Supervision/Inspection
Unit 4 Supervision for the Release of Human Potential
Unit 5 Supervision is Leadership
Unit 1 The Concept of Instructional Supervision
Unit Structure
1.1 Introduction
1.2 Intended Learning Outcomes
1.3 Concept of Instructional Supervision
1.3.1 Definition of Supervision
1.3.2 Meaning of Supervision
1.3.3 Principles of Supervision
1.4 Conclusion
1.5 Summary
1.6 References/Further Reading
1.7 Possible Answers to Self-Assessment Exercises
1.1 Introduction
The concept of supervision has been given different meanings at

different times in History in response to a wide variety of forces, which
impact on the educational system. However, the structure of a
school, to a very large extent, determines the main features of
supervision change so also do the principles of supervision.
1.2 Learning Outcomes
By the end of this unit, you will be able to:
• Define the concept of supervision

• Explain the various meanings of supervision
• State the principles of supervision.
1.3 Concept of Instructional Supervision
1.3.1 Definition of supervision
The concept, supervision is often referred to as instructional supervision

in order to reflect the content in which the supervision is undertaken.
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Very often too, supervision is used interchangeably with inspection or

school inspection. Yet some literature makes certain distinctions
between Inspection and Supervision. Inspection belongs to the British
tradition while supervision originated from the American tradition.
Inspection activities focused on school administration and finding out
what was not done right by the teachers? On the other hand, supervision
in American tradition was land of help or assistance to a professional
colleague, the teacher in the process of teaching.
Over the years, however, the two terms tended to these reached a
meeting point in their operational depictions and application. Yet, one
can still see traces of the original differences between the two terms.
Inspection can be define as a process involving regular visits to school
to check that everything is satisfactory and that rules are being obeyed
by the principal, teachers and students, so, you can now see from this
definition where the emphasis of inspection was defined as a
process, facilitated by a supervisor, through which the teachers help
such other, counsel each other, plan with each other and talk
with each other about how to improve the teaching learning situation n
the school.
SELF ASSESSMENT EXERCISE 1
What is supervision? Is there any difference between supervision and

inspection?
1.3.2 The Meaning of Supervision
Supervision seems to mean different things to different people. The

principal, teacher, student and parents look at supervision from the
angle at which each relates with the supervision. Wait a minute to
reflect on what supervision means to each one of them? However,
supervision continues to evolve in theory, practice and meaning.
The evolution was influenced by certain forces and changes, which

include secure and technology, knowledge explosion, population
explosion, demands for educational reform and some others. However,
the meaning of supervision differs from one person to another person.
Hence, to a teacher or a subordinate who is being supervised,

supervision may mean a challenge to his personality, to another teacher,
supervision may mean an avenue for personal recognition and to a
principal it may mean an inquisition. What does it mean to you?
Supervision takes place in educational organization which is a social
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EDA 822 MODULE 1
system with a number of interacting sub- systems. These sub-systems

are the teaching sub-system, the school management sub-system, the
instructional supervision sub-system and the counseling sub- system and
the coo-curriculum sub-system.
Supervision is a professional, continuous and cooperative exercise that

covers all aspects of the life of a school. Hence, the instructional
supervision sub-systems of the school influence the other subsystems.
The main purpose of influencing the other sub-systems is to ensure that
there is Improvement in the learning situation and the quality of learning
in the school. But beyond these formal sub-systems is the informal
support sub-system, which provides a great deal of assistance to the
formal Supervisory system in varying ways. For example, teachers help
each other, student also help each other, teachers help students, and
students help teachers, they exchange suggest or discuss ideas,
experiences, resources materials etc. however, supervision is carried out
by persons designated to do so. They are known by various names, both
within and outside the school system which include supervisor,
inspector, superintendent, principal, vice principal, Head of Department
etc. Supervision does not mean an inquisition or fault finding, rather
supervision means guidance, assistance, sharing of ideas to all those
involved in the process of teaching and learning. It is also means the
facilitation or creation and continuous improvement of a conductive
learning and teaching environment. The supervision is curriculum
development, it is communication, it is leadership and it is about
helping the teacher and the learner to realize their full potentials in their
respective careers. Use your QR scanner to scan the QR code below for
more information on concept of supervision.
1.3.3 The Principles of Supervision
There are a number of general principles, which guide the practice of

supervision as well as discussions about it. You will need to learn and
re- learn these principles as key points to your quicker understanding of
subsequent units in this course. You can use the principles to observe,
analyze, explain and evaluate supervisory practices in a school. So, you
should hold firmly to the principles. They are stated as follow:
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• There should be short-term, medium-term and long

term planning for supervision.
• Supervision is a sub-system of the school organization.
• Supervision is a dynamic and cooperative enterprise in the school
system.
• All teachers have a right and the need for supervision
• Supervision should be conducted regularly to meet the individual
needs of the teachers and other personnel.
• Supervision should help to clarity educational objectives and
goals for the principal and the teacher.
• It is the responsibility of the class teacher to ensure that his class
receives adequate supervision regularly
• It is equally the responsibility of the principal to ensure
that his school receives adequate supervision regularly.
• Supervision should help to improve the attitudes and relationship
of all school personnel in order to facilitate the realization of
school goals and objectives.
• Supervision should assist in the organization and
implementation of curriculum programmes for the learners.
• Supervision should help the school to develop good report
with the neighboring communities.
• Supervision should help to interpret or clarify government
policies.
• Supervision must be adequately provided for in the school annual
budget.
• Supervision can be improved through educational research.
• Supervision should help teachers supply the latest research
findings on education relevant to their teaching.
• The ultimate goal of supervision is to achieve an improvement in
the quality of learning by the learners.
• Supervision from within and outside the school complement each
other and are both necessary.
• Supervision from outside is strengthened a defective where
Supervision within the school is regularly carried out.
You are expected to read and perhaps memories at least ten out of the
above listed principles of supervision.
State ten of the principles of supervision
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EDA 822 MODULE 1
1.4 Conclusion
This unit provides a basic knowledge of the definition, meaning and

principles of supervision. You must have a full grasp of
the concept of supervision as a prerequisite to your understanding
of the remaining units in this course. Read this units as many times as it
may take you to understand its content before you go to the next unit.
1.5 Summary
Supervision and inspection are words that are sometimes used

interchangeably and at some other times used to connote different
meanings. Nowadays, supervision has a more popular usage than
inspection. Supervision is defined as a process, facilitated by a
supervision, through which the teachers help each other, counsel each
other, plan with each other, and talk with each other about how to
improve the teaching-learning situation in the school. Supervision means
so many things in the school system. It is leadership, it is
communication, it is curriculum development and it is human capital
development and a dynamic cooperative enterprise. Eighteen principles
of supervision were listed in this unit. They all indicate very clearly that
School cannot run efficiently, teachers may not be able to realize their
full potentials and that effective learning may not take place if adequate
supervision is not provided. The principles also show that all teachers
have a right and the need for supervision.
John, T.L. (1977). A perspective for viewing instructional supervisory

Behaviour. Washington, D.C.: A.S.C.D pp 12-27
Supervision is an assistance or hand of help given to a professional

colleague, the teacher in the process of teaching, it is synonymous to
inspection. Inspection belongs to the British tradition while supervision
originated from the American tradition. Inspection activities focused on
school administration and finding out what was not done right by the
teachers? On the other hand, supervision in American tradition was land
of help or assistance to a professional colleague, the teacher in the
process of teaching.
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• There should be short-term, medium-term and long term

planning for supervision.
• Supervision is a sub-system of the school organization.
• Supervision is a dynamic and cooperative enterprise in the school
system.
• All teachers have a right and the need for supervision
• Supervision should be conducted regularly to meet the individual
needs of the teachers and other personnel.
• Supervision should help to clarity educational objectives and
goals for the principal and the teacher.
• It is the responsibility of the class teacher to ensure that his class
receives adequate supervision regularly
• It is equally the responsibility of the principal to ensure that his
school receives adequate supervision regularly.
• Supervision should help to improve the attitudes and relationship
of all school personnel in order to facilitate the realization of
school goals and objectives.
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EDA 822 MODULE 1
Unit 2 Evolution of Supervision
Unit Structure
2.1 Introduction
2.3 Evolution of Supervision
2.3.1 Development of Administrative Supervision
2.3.2 The use of scientific Management Principles of
Supervision
2.3.3 Development of Person-Oriented Supervision
2.4 Historical Development of Supervision in Nigeria
2.5 Conclusion
2.6 Summary
2.1 Introduction
Supervision, if interpreted in the broadest sense, has a long historical

origin, perhaps dating back to when man began to love together in
groups. As a matter of course, the need for the management of human
affairs living in group automatically requires elements of supervision,
no matter how crudely it was practiced at that time. But the theory and
practice of supervision in recorded history has a relatively receipt origin.
It is extremely beneficial and refreshing to look back at the history of
supervision.
By so doing, we shall be able to learn from the past mistakes, failures

and successes.
In addition, it provides a basic for the development of new ideas,

understandings and practices for the future. Hence, you will learn in this
unit about the evolution of supervision in a chronological order from the
eighteenth century to the present day.
Do you think there are other reasons why you must study the history of
supervision? Write them down.
• It provides perspective for analysis and understanding of the
preset
• It provides a basis for the development of new ideas and
understandings and practices for the future.
• It promotes objectivity in evaluation.
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At the end of this unit, you should be able to:
• Explain how administrative supervision is practiced.

• Explain the use of scientific management principles in
supervision
• Discuss the major differences between person – oriented
supervision and the two earlier approaches to supervision.
• Narrate the history of supervision in Nigeria.
2.3.1 Administrative Supervision
The literature is replete with accounts of how administrative supervision

dominated supervisory practices between early eighteen century and end
of nineteenth century.
Supervision was concerned as an administrative duty aimed at ensuring

that teachers do their jobs. What the supervisors generally do is to
observe the teachers, evaluate the performance of the teachers and take
appropriate action. Their activities involved inspecting, checking,
telling, rating and monitoring. Hence, lay man who were non-
professionals and untrained carried out supervision. The use of non-
professionals as supervisors at that time should not come as a surprise.
It was a reflection of the assumptions underlying the practice of
supervision at that time. The assumptions of the supervisors were:
• That supervision does not require any special professional
competence that it is not the responsibility of supervisors to
develop the teachers. That it is not the duty of supervisors to
improve teaching
• That teacher is expected to solve their problems by themselves
that teaching is not a discipline that has its own body of
knowledge and methodology, which could be learnt or taught.
• That concern should be for the job and not the feelings, emotions,
attitudes and moral of teachers.
• That teacher alone is accountable for the performance of their
students. With increase in the number of schools and teachers,
one of the teachers in each school was designated as building
principal to perform only managerial functions. Further increases
in schools and school population led to the replacement of lay
supervisors with superintendents who were given additional
responsibility for improving teaching and quality f instruction.
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EDA 822 MODULE 1
2.3.2 Application of Scientific Management in Supervision
The principles of scientific management dominated the management of

organizations including educational institutions. The scientific
management principles also operate under the assumption that workers
(teachers) were a passive tool which could be manipulated to achieve
organizational goals. So, both the administrative supervision and the
scientific management approach to supervision operate under the same
premise. But the major difference is that scientific methods were used to
maximize the efficiency of workers. The scientific management
principles prescribe the use of time and methods study to determine the
best method of doing a job, provide workers with an incentive to do the
job and the use of experts (supervisions) to determine the conditions of
the job to b done. It is primary duty of the supervisor to make sure that
the workers (teachers) do the job in accordance with the methods and
under the conditions prescribed by the supervisor. Generally,
supervisors were to do their job by telling, showing, enforcing, rating
and rewarding etc the teachers who were expected to perform with
maximum efficiency. Because the main interest of the supervisor was to
ensure that teachers did their jobs, he had little concern for the feelings,
attitudes, emotions and morale of the teachers.
2.3.4 Development of Person Oriented Supervision
You will recall that the administrative supervision and the scientific
management approach to supervisor had at least one thing in common.
That is, the little regard they had for the feelings, attitudes, emotions and
morale of the teachers. By the second quarter of the twentieth century a
large concern for workers needs and feelings had been established. This
development grew out of the realization that workers have personal
goals and needs which often influence their needs and expects workers
to work towards the realization of these goals. However, conflicts often
arise when personal goals of the workers are at various with the goals of
the organization. This situation also occurs very frequently in
educational organizations especially with regard to time-tabling. The
work of the supervisor in this matter is to prevent conflict arising and
when it does, he ensures that the conflict is properly managed without
hurting the feelings and interests of the teachers concerned. In other
words, a middle way has to be found such that both the teacher and the
organization are satisfied with the resolution on management of the
conflicts. As a matter of fact, the study of leadership behaviour,
leadership styles, social groups, group processes, etc provided a sound
theoretical basic for the thinking at that time and had profound effect on
the practice of instructional supervision. Come other scientific research
which had a very powerful and highly significant impact on the system
of supervision was the Hawthorne studies conducted by Elton Mayo and
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his colleagues in 1933 Two major findings of this study are relevant to
our discussion in this unit. One is that the relationships which worker
has with their supervisors greatly influence their job performance. The
other is that the informal social system which workers form in their
places of work has considerable influence on the setting of performance,
democratic and human relations tenets was brought into the practice of
supervision. Consequently, the title of supervisor was replaced by
Resource person, Coordinator, helping teacher, or consultant. They were
often on call waiting for request for services from teachers. But
problems soon developed when it became clear that supervisors were
much more interested in being democratic and friendly with the teachers
rather than in helping and solve their problems. In addition, many
principals were inexperienced, curtained and unwilling to accept
responsibility for academic leadership, furthermore, the vague definition
of the roles, responsibility for academic leadership, furthermore, the
vague definition of the roles responsibility and authorities of both the
supervisor and the principal often created conflict between the two of
them. Teachers were no longer requesting for the services of supervisor.
Later on, it became clear that the use of democratic and human relations
approached to supervision does not provide all the answers to the
problems of supervision in schools.
2.4 History of Supervision in Nigeria
The introduction of Western education in Nigeria started with

establishment of the first primary school by the missionaries at Badagry,
Nigeria in 1842. Hence, the three main approaches to supervision
discussed so far in this unit were also practiced in the field of education
in Nigeria initially; the missionaries were supervising their own schools
using the administrative supervision approach prevalent at the time, a
situation where the catechists were also teachers and the layman in the
church served as supervisors or inspectors. It was with the appointment
of Red Metcalf Sunter as Her Majesty’s Inspector of schools of the
West African settlements in 1882 that government started to
demonstrate commitment to educational standards and school
inspection. The appointment of Henry Carr in 1889 as the just
indigenous Inspector of schools for Lagos Colony further confirmed
governments concern for the quality of education in Nigeria. During the
first quarter of the twentieth century, inspectorate service got an
unprecedented boost with the appointment of a Director of education
and three zonal inspectors of schools in order to improve the
effectiveness and efficiency of school inspection. The expansion and
restructuring of the inspectorate service, this development was no doubt
influenced by the prevailing scientific management approach to
supervision. The regionalization of education by the McPherson
constitution gave rise to the establishment of Western Region
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EDA 822 MODULE 1
Inspectorate service which was able to expand its scope of activities and
make considerable impact on the educational standards of the region.
Also, the establishment of the federal inspectorate service in 1973,
independent of the Federal Ministry of Education made significant
impact on the quality of instruction in schools. Throughout the period
that the independence lasted, supervision faced the greatest challenge
with the takeover of all educational institutions in the country by the
Federal Government in 1975, since the government now became the
accuser and the judge in its own case. This challenge was confounded
by government’s unprecedented expansion of enrolments without a
corresponding increase in the facilities all over the country.
Consequently, supervision of instruction became weak and in effective
and gradually degenerated to its present state of paralysis. This
notwithstanding, the modern supervisor in Nigeria is regarded as a
professional colleague a democrat, a humanist, a facilitator, a friend and
a counselor.
SELF ASSESSMENT EXERCISE

Do you think there are other reasons why you must study the history of
supervision? Write them down.
2.5 Conclusion
Instructional supervision is an system which seeks to influence the

teacher-student behaviour system. Therefore, the nature of teaching and
learning would have important implications for the nature of
supervision.
2.6 Summary
Supervision takes different forms, one of its is democratic and human

relations approaches and another one use administrative and scientific
management principles but instructional supervisory behaviour occurs
within the context of an organizational structure which consist of inter-
dependent parts that exist for the purpose of contributing to the overall
goals of the organization.
Sergwuanni, T.J. & Starratt, R.T. (1971) . Emerging patterns of

supervision: human perspectives. New York: McGraw – Hill.
Wiles, K. & Lovell, J.T. (1975). Supervision for better schools. New
Jersey: Prentice- Hall Inc. pp 328
11
• It provides perspective for analysis and understanding of the

preset
• It provides a basis for the development of new ideas and
understandings and practices for the future.
• It promotes objectivity in evaluation.
12
EDA 822 MODULE 1
Unit 3 Functions of Instructional Supervision
Unit Structure
3.1 Introduction
3.3 Functions of Supervision
3.3.1 Goal development
3.3.2 Programme development
3.3.3 Coordination
3.3.4 Motivation
3.3.5 Problem Solving
3.3.6 Professional Development
3.3.7 Evaluation of Educational Outcomes
3.4 Conclusion
3.5 Summary
3.1 Introduction
The purpose of setting up a school is to provide a link for both the

teacher and the learner in order that teaching and learning can take
place. But teaching and learning can only take place effectively and
efficiently if adequate system of supervision of the teaching/learning
process is firmly established. Since the ultimate goal of supervision is to
bring about improvements in the learning situation and the learner, it is
very important that you have a correct understanding of the main
features and functions of supervision right from the beginning of our
discussions in this course. This understanding will enable you to
develop appreciation and cooperative attitudes for the professional roles
played by different individuals in the scheme of school supervision.
• Discuss the functions of supervision.
3.3 Functions of Supervision
You have learnt about the definitions and principles of supervision

among other things in unit 1 of this course. You may wish to have a
quick look at the content of that unit once again in order to refresh your
memory and be able to relate it to what we shall be discussing in this
unit. Let us begin our discussion with the functions of supervision.
13
These functions spell out the various activities, which are undertaken in
the process of supervision as well as the role of the supervisor in the
process. The Functions can be categorized into seven as listed below
(Wiles & Loveel, 1975):
• Goal development
• Programme development
• Control and coordination
• Motivation
• Problem solving
• Professional development
• Evaluation of educational outcomes.
Before you read further, go back to read the seven functions again, Then
pause a Little to reflect on each one of them; At this point, try to see
whether you will remember where you had come across any of the
functions or who, among education personnel you have observed
performing similar functions in the school system. Perhaps you want
to recollect the name of a school principal.
Now as we go along discussing each of the functions take careful notes

of the differences and similarities between what you already know and
what is contained on this course.
3.3.1 Goal Development
The most important function of supervision is to ensure that teachers

and supervisions work together cooperatively in developing the goals
of the school organization. It should be noted that the school goals are
generated from the goals of Society. Goal development as a function of
supervision is a continuous process which requires regular examination,
evaluate modification and changing (if need be) of the goals of the
teaching/learning process through the cooperative efforts of both the
teachers and the supervisors. The regularity of concern for goal
development is a measure of the sensitivity and responsiveness of the
supervision scheme to the dynamism of the societal goals as well as
clear indicator of the degree of effectiveness of the supervision
system.
3.3.2 Programme Development
The development of curricula and co-curricular activities is a primary

responsibility of the teachers. The role of supervision in the matter is to
provide appropriate complementary technical and professional services
and support. The number and types of programmes developed for the
teaching/learning process at the level of either an educational sub-
system or individual school or classroom are determined by the earlier
14
EDA 822 MODULE 1
developed for the teaching/learning process. As a result, changes in

these goals are expected to lead to suitable modifications in the
programs developed, assisted by the supervisory system.
3.3.3 Control and Coordination
Education is a system made up of many inter-related, interdependent

and interacting units. Each unit has its own goals to achieve and at the
same time contribute to the realization of the overall goals of the system
or sub-system. It is a basic function of supervision to facilitate the
proper coordination of the various units.
Effective coordination requires the establishment of a comprehensive

system of communication among the units in order to strengthen the
system of supervision and improve the quality of instruction for the
learner.
3.3.4 Motivation
Teachers and learners are always confronted with a variety of problem

of varying degree of difficulty. These problems may be related to inputs
into the educational organization, anticipated learning outcomes,
curricula and co-curricula programmes and actual learning. It may be
possible for the teacher to solve some of these problems immediately
by himself, many other problems may take days or weeks to resolve and
require the assistance of the supervisor. In all cases, the supervisory
system put in place should be that readily facilitates the resolution of
emerging problems.
3.3.5 Professional Development
Teachers are professionals. They are trained, but the needs, problems
and aspirations of the society which owns the education system as well
as the society’s expectations from the teachers keep changing. Teachers
as custodians of the education of the society must also change and
reflect these changes in technology, the development of goals, learning
engagements and learning environment of educational organization.
For this to happen, teachers must be exposed to a continuous,

comprehensive and systematic programme of in-service training to
enable them cope with these changes. Of course, it is the function of
supervision to initiate support, coordinate and facilitate the realization
of the programme of professional development for teachers and
supervisors.
15
As the school system continued to expand, additional professionals were

appointed as general supervisors under the leadership of the
superintendent. The organization of supervision at that time was such
that a highly centralized system of supervision was in practice. In
conclusion, the assumption throughout the period of administration
supervision was that teachers were passive and had to do whatever they
were told to do.
Write out the roles of the teacher and administrative supervisor and the
latter assumptions about the former in tabular form as indicated below:
S/N Assumptions about Roles of the Role of the Teacher

the teacher Supervisor
1
2
3
4
5
6
7
8
9
3.3.6 Evaluation of Educational Outcomes
Educational organizations are set up by the society to meet its needs it is

imperative that both the society and educational institutions are
constantly aware of the extent to which their news are being met. This is
done through a systematic programme of evaluation of educational
outcomes. This evaluation can be carried out by supervisors so
designated prom within or prom outside the educational institution. This
evaluation is an integral part of the functions of supervisors.
How would you personally react to a supervisor who regards you as a

passive instrument for manipulation and shows no concern for your
feelings, motivation, attitudes and emotions?
3.4 Conclusion
The functions of supervision discussed above pose a great challenge to

the educational system. The challenge is how to put in place a virile,
effective and enduring system of supervision. It is only then that
supervision can be regarded as a catalyst to the improvement of the
16
EDA 822 MODULE 1
quality of the learning environment and instruction for the learner the
other hand, the absence of a strong system of supervision poses a
serious threat to the survival of the educational system.
3.5 Summary
There are seven major functions of supervision discussed in the unit.

Try to remember as many of them as possible. They are:
1. Goal development
2. Programme development
3. Coordination
4. Motivation
5. Problem Solving
6. Professional Development
7. Evaluation of Educational Outcomes
The proper working of this function requires that a firmly established

structure which is well staffed and well equipped is put in place for the
effective supervision of schools.
Lovell, J.T. (1967). “A perspective for viewing instructional supervisory

behaviour” in supervision. Perspectives and propositions
(Ed.) W.H Lucio Washington, D.C: Association for supervision
and curriculum development.
Lucio, W.H (1979). Supervision: a synthesis of thought and action.

New York: McGraw-Hill.
Such supervisor has no good human relation, autocratic leader

impatience, unpredictable, unapproachable, and easily irritated person.
17
Unit4 The Realizations of Human Potentials
Unit Structure
4.1 Introduction
4.3 The Realizations of Human Potentials
4.3.1 Developing adequate self-concept
4.3.2 Releasing human potential
4.4 Conclusion
4.5 Summary
4.1 Introduction
In this unit you will learn about the skills, the talents and the attributes
that every human being is endowed with, how these endowments could
be developed and how they could be utilized. You will notice that you
have the abilities to do certain things very well and do some other things
not so well. You will also remember that there are quite a large number
of things you think you do not possess the abilities to do but which you
can do only if you open up yourself to relevant experiences. In other
words, your attitudes and experiences could limit the development of
the abilities which you have. The whole total of your abilities, both
those you have and those you don't, as well as those you believe you
don't have at all, suggests that human potential is enormous, is
inestimable and inexhaustible. You can never know all the potentials
you have and so you can never make use of all the potentials you have.
But you can develop those potentials or ability you need from time to
time.
• Explain the meaning of self-concept and how to develop it

• Explain how to release human potential.
4.3.1 Developing Adequate Self Concept
A supervisor must have adequate self concept. This will go a long way
to determine the quality of his supervision, it may even help to make the
entire supervisory practices with ease, when a supervisor has adequate
self-concept, it means that he has confidence in himself and his abilities.
This also implies that he has confidence in his abilities, to help other,
18
EDA 822 MODULE 1
to solve problems, to cope with challenges and the situation, to develop

confidence in other, to grow and to develop professionally and to
provide effective leadership. He is one who is sure of himself; he does
not possess the habit of belittling others or running down others. A
supervisor that builds self confidence does not deliberately hurt others
in order to boost his own ego. He does not feel a constant need for
having other people tell than how valuable, worthy or important he is.
He does not have a feeling of insecurity or have to build up a feeling of
superiority or have to himself that they are better than some other
person or have a constantly be on guard. He is not afraid that someone is
after his job. If the supervisor can eliminate all these negative feelings,
his feeling of adequacy will increase. As his self-confidence increases,
he also helps to increase the self confidence of the teachers. He relates
with the teachers as colleagues and as partners in progress and not as a
boss. So, he thinks with them and consults them on what the teachers
should teach and how it should be taught. This is how it should be. This
attitude of the supervisor creates a good rapport between the supervisor
and the teachers which result in creating a friendly working
environment. On the other hand, some supervisors operate under false
assumptions which clearly indicate that such supervisors have low self
concept. One of these assumptions is for a supervisor to think that they
should know more about every subject on the school timetable than each
of the subject teacher. This is obviously impossible but the supervisor
goes ahead to establish a dictatorial behavior system which creates
tension, hostility and undermines the quality of supervision. The
second assumption is that a supervisor should act the role of a
supervisor by establishing a stereotype the way a supervisor should act.
This is wrong because the assumption leads them to live a lyre or
pretences instead of being themselves. It also leads supervisors to
assume a personality, manner of behaviour and a dignity that are alien to
them.
What manner of supervision do you think this supervisor will give?

Definitely is a supervision that emanates from a false personality.
How do you know a supervisor who has confidence in himself?
4.3.2 Supervisory Action to Release Human Potential
Human potential can be released in a conducive atmosphere. The

supervisors have two basic sources of power that can be used; the
supervisor has the authority because of his position in the organization
to influence the behaviour of organizational members and it is this
19
source of power that makes it possible for the supervisor to all meetings,
provide materials, provide consultants, release teachers from normal
duties and support their attendance at professional meetings.
Secondly, the esteem given to the supervisors is another source of

power if they value his competence and trust his motives that they will
value his suggestions, ideas, and desires, thereby increase the
supervisor’s power in the group; on the other hand, the supervisor can
earn his esteem through interactions but this only gives him/ her little
chance to influence persons in the informal organization.
The following elements are used by the supervisor to create a conducive

environment in order to release human potential.
Sense of belonging: - Every teacher wants to feel that they belong to the
group with which they work. This desire is one of the most important
determinants of an individual productivity. The desires to be accepted or
to remain a part of the group is more powerful in conditioning the
amount of work a person will do than is even his take home pay.
Availability of stimuli: It is imperative for an individual to set goals and

look for the elements in his environment that will enable him the more
at his speed in the direction he desires. That is, an individual will find a
stimulus to excite him and release his potential; the setting must contain
many challenges and opportunities.
Encouragement to explore:- It is important for a person who is in an

official leadership role to try to make some judgments about readiness
for changes in the members of the staff. He must not pretend they are all
alike. He recognizes there are differences and tries to be as accurate as
possible in his assessment of these differences; he does not rate them,
but used them to give himself guidance in planning his strategy to help
people grow.
Individual Interpretations valued:- Potential is released if the individual

is encouraged to develop his own judgments. Teachers are
professionally trained and their education has prepared them to make
professional judgments, not to be robots following a prescheduled
routine.
Heterogeneous staff sought:- If a heterogeneous community is more

conducive to change, and it seems to be , the supervisor should seek
teachers with different education, experiences and ways of looking at
the educative process staff growth will occur through interaction and the
potential of both supervisor and teachers will be released if the
difference is valued and used.
20
EDA 822 MODULE 1
Communication process:- The only way the potential of people is

released is through communication and through interaction. An
individual’s potential as he interacts with people in such a way that his
vision in increased, his horizon expand, and his present limitation of
thought challenges.
Help with personal problems:- People will grow intellectually and

professionally through the interaction involved in solving educational
problems if they are not too deeply troubled with personal problems. A
person’s potential for growth is not released if he is under emotional
tension. Actions by supervisors to reduce tension contribute to the
release of human potential.
4.4 Conclusion:
The supervisor should not expect to assist all people in releasing their
potential. The supervisor is only one of many interested in releasing the
potential of the people. If the supervisor thinks releasing potential is his
exclusive responsibility and sole right, then he is doomed to failure.
Although it is important for the supervisor to build a structure and have
a strategy for releasing the potential of people, the cornerstone of both
goals must be his recognition that the major portion of assistance will
come from one teacher to another.
4.5 Summary
In this unit we have looked at how adequate self concept will be

developed in supervisor in order to determine the quality of supervision,
ability to face challenges, self confidence and to develop self confidence
in others and not to belittling or running down others , some elements
used by the supervisor to create conducive environment in order to
release human potential are discussed, this include (i) sense of
belonging (ii) availability of stimuli (iii) encouragement to explore (iv)
individual interpretations valued (v) Hetenegeneous staff sought (vi)
communication process and (vii) Help with personal problems.
Hahn, C.P. (1971). “Collection of data for utilization in curriculum

planning of the U.S.A. Force Academy. In leadership and
interpersonal behaviour, Eds, L. Petrulle & B.M Bass. New
York: Holt, Rinehart and Winston.
Loinberger, H.F. & Milton. C.M (1967). Social structure and diffusion
of farm information. Columbia: Missour, Agricultural experiment
station, Research Bulletin 621.
21
Savage, R. (1977). “A study of teacher satisfaction and attitudes”

unpublished Doctor’s Dissertation. Auburn, Alabama. Auburn
University.
He is sure of himself, he does not belittle others, he is not self centered,

and he does not deliberately hurt others
22
EDA 822 MODULE 1
Unit 5 Supervision is Leadership
Unit Structure
5.1 Introduction
5.3 Supervision is Leadership
5.3.1 The Nature of Leadership
5.3.2 The Power with Approach” To Leadership
3.3.3 The Supervisor’s Role in the Group
3.3.4 Leadership pitfalls
5.4 Conclusion
5.5 Summary
5.1 Introduction:
Leadership behaviour is defined as behaviour on the part of one

individual, which influences the behaviour of other individuals.
Leadership behaviour is assumed to be one important element of
instructional supervisory behaviour. As a supervisor begins to work in
the organizational behaviour system it would be helpful to have a
functional concepts of leadership, a clear picture of the influence
position he wishes to attain and an explicit view of the way he plans to
use this position to influence the behaviour of others in the organization.
• Explain the nature of leadership

• Define the concept “power with Approach” to leadership.
• Enumerate supervisor’s role in the group
• State leadership pitfalls.
5.3 Supervision is Leadership
5.3.1 The Nature of Leadership
Some people see a leader as an eloquent speaker, a person of superior

intellect, or a servant of a man. Other beliefs held by some people as: a
person who is a leader in some situations will be a leader in all
situations will, some people are born leaders and others are not
leadership is restricted to a few people, leadership is a prestige position,
a leader is a person who can influence other people to accept his goals.
23
Pause, whom do you think a leader is? Based on your own opinion,
what is leadership think on this; perhaps you have different view who is
a leader? Reflect on this.
Leadership style
A great number of studies were conducted to explore the relationship
between certain styles of leadership and group achievement and group
climate. The style of leadership defined variously as democratic
indirect, initiating structure and consideration is more likely to be
associated with “Superior” group achievement and group maintenance.
Using the method of factor analysis, initiating structure and
consideration has been identified behaviour as two critical dimensions
of leadership description of democratic leadership as it was
operationally defined as leadership behaviour characterized by high
initiation of structure and high consideration. Have a minute of more to
think on other styles related to this and their applicability to supervision.
Leadership approach styles have led to a different approach to the
study of leadership. The following conclusions have been reached.
i. Leadership is a group role.
ii. Leadership depends upon the frequency of interaction.
iii. Leadership is widespread and diffused.
iv. Leadership qualities and follower ship qualities are
interchangeable and
v. Leadership shifts from situation to situation.
Based on your own experience, who is a leader? And what is

leadership?
5.3.2 The “Power With “Approach to Leadership
From your previous knowledge of leadership it could be observed that

leadership is a dynamic phenomenon under the group approach to
leadership, a leader is not personal authority. His chief purpose is to
develop group power that will enable the staff to accomplish its goal. He
does not conceive of his power as something apart from the group. He is
concerned with developing the type of working relationships that will
give him power “with” the group.
The “Power With” supervisor begins by assisting the group members

to plan together. As problem arise in the organization of the group and
in the steps taken to reach goals, the supervisor expands his effort in
thinking of ways in which the group to accept his opinion. The chief
questions for the group to answer become what is the job? How can we
24
EDA 822 MODULE 1
do it better? In answering these questions, the members of the group

find that they are taking orders from the situation rather than from the
supervisor.
When an organization operates to lead, any contribution to the

attainment of group goals is accepted a leadership. Under the ‘Power
over’ situation wants people to give unquestioning support to his policy.
To question is to challenge and a challenger must be subdued. The
supervisor makes the decisions and tells the staff what to do. In a
“Power Over situation, the leader is forced to see that no one else is
gaining too muh power. If someone in the group becomes too powerful,
the leader’s authority will be jeopardized.
Differentiate between ‘Power With and Power Over’ approach to

leadership
5.3.3 The Supervisor’s Role In The Group
The study of leadership based on interaction theories has emphasized

leadership behaviour as the performance of needed group functions. It is
the performance of those acts, which help the may be termed ‘group
functions’. Leadership consists of such actions by group members as
those which aid in setting group goals, moving the group toward its
goals, improving the quality of the interactions among the members,
building the cohesiveness of the group, or making resources available to
the group.
The functions of leadership are attempting to discover what actions are

required by groups under various conditions if they are to achieve their
objectives and how different members take part in these actions.
Leadership behaviour will vary among group members according to the
demands of the situation, the expectations of followers, and the
competence and esteem of group members. The supervisor would
participate along with other group members in carrying out needed
functions. The official leader has a special responsibility to be
sensitive to the group’s functional needs and to see that they are carried
out. You may wish to know more about the supervisor’s role in the
group to enhance your own contributions, some of the other roles
include
i. identification of problem
ii. generation of ideas
iii. implementation of action and
iv. Innovation.
25
Perhaps with the above roles of supervisor’s responsibilities you can

think of other roles what of
i. enrichment of the group thinking

ii. building the security and self confidence of the group
iii. increasing the unity of the group
iv. encouraging diversity and the experimental approach
v. help the group to see dearly the boundaries of its authority
vi. Increasing interaction and sharing of experience etc.
Summarize in four sentences the roles of a supervisor
5.3.4 Leadership Pitfalls
A pitfall in supervisory leadership comes in not recognizing the

necessity for exerting initiative. But initiative should not be designed to
control. It should be exerted to help people develop an organization
through which they can make decisions that are to be implemented.
Another pitfall is not having an organization sufficiently defined and

described so that people know the functions that are performed by
different individuals; know the channels through which to get a problem
considered, know the procedures in which action will be taken to
implement it.
One other pitfall is not moving in on a problem when it arises.

Pretending that a problem will go away if it ignored doesn’t make it go
away. If a vital problem is ignored by official leadership, feeling begin.
How can you relate this to leadership pitfalls probably you may want to
know more pitfalls before you deduce well. I will like to present to you
as summarized below:
(i) Lack of emphasis on what is right instead of who
(ii) Problem of using the authority of the official position to hold the
group together until decisions are reached
(iii) Failure to exercise executive authority to carry out policy
(iv) Failure to distinguish clearly between policies.
Forming procedures and executive action etc .Now you can add our own
pitfalls.
26
EDA 822 MODULE 1
What are the pitfalls of a leader? Nigeria as a case study
5.4 Conclusion
Leadership is any contribution to the establishment and attainment

of group purposes. It may be exercised by the supervisor or by any
member of the staff. It may be official or merged from the group.
Official leadership is appointed by some authority outside the group or
elected from within the group by the group.
Supervisors are official leaders who are almost always appointed

by an authority outside the group in which the supervisor works. A
group and leadership are mutually dependent. Neither exists without
the other. A person cannot be a leader apart from a group. Neither can a
group develop without leadership.
5.5 Summary
People have different perceptions to the concept leaders and leadership,

a leader is a person of superior intellect and there is no strong positive
correlations exist between intelligence and leadership unless the trait
gives the individual is leadership behaviour that is characterized as high
initiation of structure and high consideration.
The “power with” supervisor does not allow his position to interfere
with the opportunity for others to assume responsibility for others to
assume responsibility while a power over supervisor controls through
fear or through respect. People must either be afraid that they will be
punished for not carrying out the wishes of the leader or they must
respect the leader so much that they will not think of disobeying his
wishes.
Happin, A. W. (1966). Theory and research in administration. New

York: Macmillan
Marks, A,J.P. Gulford & Merrified, P.R. (1959). A study of militancy

leadership in relation to selected intellectual factors’ Los
Angeles: Psychological laboratory of the University of Souther.
27
Bass, B.M. (1960). Leadership, Psychology and organizational

behaviour. New York: Harper and Row.
Hackma, R.C. & Moon, R.G. (1950). “Are leaders and followers
identified by similar criteria? American psychology 5 (312)
A leader is a person who can influence other people while leadership

connotes follow ship and prestige position
The former indicates democratic leader while the latter indicates leader.

• He/She should be innovative
• He/She should be able to encourage diversity are experimental
approach.
• He/She should be able to facilitate coordinal relationship and
interaction.
• He/She should be enriching group thinking.

• Inexperience
• Mismanagement
• Low level of education
• Misuse of authority
• Self-Centered.
28
EDA 822 MODULE 2
MODULE 2
Unit 1 Supervision is Communication

Unit 2 Application of Communication Theory to Supervisory
Practice
Unit 3 Supervision and Curriculum Development
Unit 4 Supervision and Staff Development
Unit1 Supervision is Communication
Unit Structure
1.1 Introduction
1.3 Supervision is Communication
1.3.1 The Nature of Communication
1.3.2 The Role of Emotions in Communication
1.3.3 Extra Communication Tasks of the Supervisor
1.4 Conclusion
1.5 Summary
1.1 Introduction
Communication has deep significance for human organizations since

individuals make specialized contributions to the achievement of the
overall goals of the organization. The degree of coordination ability to
use specialized expertise of members, and degree of group unity are at
least partly a function of the quality of communication.
• Discuss the nature of communication.

• Explain the role of emotions in communication
• State the barriers to communication
• Explain extra communication of the supervisor.
1.3 Supervision is Communication
29
1.3.1 The nature of communication:
Communication is the means of transmitting information, emotions,

values and insights. As far as group development is concerned,
communication is necessary if a group is to be formed.
Group cohesiveness depends upon common goals, so it is common and

to identity the areas of difference that should be studied further.
Communication is more than talk. It is an attempt by the individuals
involved to share their own feelings, purposes, and knowledge, and to
understand others feelings.
Gestures, facial expression, posture, space arrangements and time enter

into the interaction between two people two people, communication is a
two way process. As more individuals are involved, the processes
multiply.
Communication is the process by which one human being can to a

degree know what another thinks, feels or believes. It is the means by
which an individual’s need and for others can be satisfied. It is the
source of all growth except body building, and the key to human
relatedness. Most concepts of communication include sender, receiver,
message, channels, medium and effort.
1.3.2 The Role of Emotions in Communication
The emotional element of a situation affects the quality of the

communication. Emotional disturbance of individuals and lack of trust
among members of the group restrict the communication. Emotional
disturbance decrease the range of facts that a person considers
significant if a person is deeply disturbed, only the facts that seem to
him to bear upon his problem are important. He is unwilling to take the
time to consider other ideas until his disturbance is decreased.
People hear what they want to hear. The human organism block out
comments and actions that are destructive and seek to preserve its
own feeling of adequate and competency wait a minute; ruminate on
what aspects of emotion that disturbs you greatly is there any effective
communication at this period?/Do you realize that you may be carried
away if you emotionally imbalance? Have you ever witness this? Well
let me add this before you conclude with the answers to the question.
Nothing that a supervisor does will increase the communication if there

is no trust between the people involved. The degree of trust determines
the types of problems individuals are willing to examine; people do not
reveal themselves to people they fear or people they do not trust. With
30
EDA 822 MODULE 2
people who are not trusted, a person will only share the thinking he
wants to other person to hear pause, and flash back do you have
someone you fear to communicate with? Now listen, emotions are either
an asset to successful communication or they represent the primary
with which a supervisor must be concerned.
➢ Barriers to Communication
Having known what communication is what do you think are the
hindrance for its effectiveness? Perhaps you may like to add your own to
the following barriers to communication and use of it to evaluate
effective communication.
- People use symbols on words that have different meanings
- Members of the group have different value
- Emphasis on status
- Conflict in interest
- Making decisions by the majority vote rather than seeking
consensus.
- Attempt to keep feeling out of the discussion
- Use of words to prevent thinking
- Vested interest
- Feelings of superiority
List the barriers to communication you are expected to memories while

listing any of the above barriers to communication
1.3.3 Extra Communication Tasks of the Supervisor
As an individual with a special responsibility for increasing

communication, the supervisor adds another dimension to the model. He
is a sender and a receiver, but he is also a facilitator.
As a supervisor, he should:
Encourage people to know and value each other. He provides
opportunities for social interaction. He helps people to become informed
about the backgrounds and achievements of others. Provide the physical
arrangements that contribute to better communication;-
When conference and meetings are planned, he makes sure that the
location is the best available and that the furniture is arranged in a
manner that encourages maximum interaction.
Seek to identify areas of agreement and areas of disagreement: Areas of

disagreement are just important to a group as the areas of agreement
Good communication do not result in consensus on all phases of a
problem cannot usually be reached.
31
Seek to develop a permissive atmosphere:- permissiveness, as used by

psychologist, means person freedom to express a point of view or
an idea without fear of recrimination because it is in opposition to
one held by someone with power or authority.
Reflect to the group what we think the group has said;- He may say ,
This is what I have heard you say’ or Is this what you said? This
action helps the group summarizes and move to the next point. Possibly
you may have another ways of asking the question let me give you an
example. The supervisor can make an application of an ideas and say.
“Is this what you meant” what is your own opinion to this? A supervisor
has a better chance of being effective if he remembers that
communication is a process in which people attempt to share personal
feelings and ideas and to understand the other person’s feeling and
ideas.
Explain the extra communication tasks of the supervisory you may like
to revisit the above-explained points or add your own view to it and re-
learn them to answer the question.
1.4 Conclusion
The work of the supervisor is to influence teaching behaviour in such a

way as to improve the quality of learning for students. This can be
achieved by working directly with teachers in the planning for teaching,
the description, analysis and evaluation of teaching, and in the
development and implementation of new approaches to teaching based
on the evaluation.
1.5 Summary
Without dept communication, the people remain am organization

without loyalty to each or to set purposes. Each person is really alone.
Each is controlled by the organizational structure that gives power to the
person sitting at the crossing of the channels used for transmitting
information.
The emotional element can be positive, if the people attending a meeting

have had many experience together, trust and like each other, and enjoy
their interaction, communication will be open and honest. If the
participants expect to learn from each other, they share their fears,
concerns, hopes and insight.
A person can be more effective in communication if he organizes some

of the most common difficulties people encounter on seeking to
understand each other.
32
EDA 822 MODULE 2
Elkin, F.G. Halpern, & Cooper, A. (1962) “Leadership in a student mob.

Canadian journal of psychology 16: 199 – 201.
Sergiovannu, T.J. (1967). “Factors which affect satisfaction and

dissatisfaction of teacher” Journal of Educational
Administration, 5: 66-82
Kelly, E.C. & Rasey, M.I. (1952). Education and the nature of man.
New York: Harperand Brothus.
Hall, E.T. (1959). The silent language. Garden city, New York:
Doubleday.
- Members of the group have different value

- Emphasis on status
- Conflict in interest
- Use of words to prevent thinking
- Vested interest
- Feelings of superiority
33
Unit2 Application of Communication Theory to Supervisory

Practice
Unit Structure
2.1 Introduction
2.3 Application of Communication Theory to Supervisory Practice
2.3.1 Communication through Customary Channels
2.3.2 Organization and Operation of a meeting
2.3.3 Organization and Operation of a Workshop
2.4 Conclusion
2.5 Summary
2.6 References/Further Reading/Web Resources
2.1 Introduction
As a school system groups larger, the problems of communication

become more and more acute. When all staff members know each other
and see each other frequently, communication may become distorted,
but difficulties can be solved if the individuals involved make the
effort.
• Discuss communication through customary channels

• Explain the responsibilities of supervisor in organizing meetings
and workshops
2.3 Application of Communication Theory to Supervisory

Practice
2.3.1 Communication through Customary Channels
As typical communication method through customary channels include

curriculum bulletins, policy bulletins, bulletin, administrative and
supervisory staff meetings, teachers meeting and reports.
Curriculum bulletins are prepared by the central office staff and

distributed to the entire staff. Few persons read them and those who de-
find little meaning in them unless they had a part in producing them.
Curriculum bulletins are used primarily for communication among
supervisors in different school system who wish to exchange
34
EDA 822 MODULE 2
information and by new teachers in a system who feels the need to

become informed about the organization to which they belong.
Policy bulletins are no more effective as communication channels.

Decisions are made somewhere concerning the distribution of policy
bulletins. Some are restricted to administrators and supervisory group
informed, the information may or may not be spread throughout the
teaching force and the peripheral membership of teachers in the group
is emphasized. Other policy bulletins are made available to the entire
staff.
Supervisory staff meeting is not always pretty when viewed in terms

of communication and group development theories. Sometimes they are
occasions when the highest official talks. The meeting leader suffers a
case of communication isolation. People don’t tell him what they think
or show him how they react to his statements or proposals.
Teachers’ meetings in large school systems are typically poor attempt

sat communication. Teachers are informed that they must assemble to
hear someone they do not know talk about a topic they have not
selected. They go with resentments. They listen with resistance pause
what other things have you experienced that will happen to the
teachers? Let me give you two or more. They forget without remorse,
they have no opportunity to evaluate likewise no opportunity to talk
back or ask for further clarification. Can you now see the needs for the
teachers to have a part in planning?
Probably the worst form of communication in any system is a report. No

matter how beautiful prepared and expensively printed, it is like a burial:
everyone receives a copy and lays it away. Seldom is it read unless the
recipient want to see if he has been given credit for a contribution he
made.
2.3.2 Organization and Operation of A meeting
Since many meetings are planned and conducted by supervisors it is

important that they know how a meeting can be conducted to facilitate
communication. The most skilled leader obtains agreement on the
desired solution; his contributions consist of summarizing, encouraging
analysis, supplying information, sharing ideas, and preventing hurt
feelings. Hence the following are the leader’s responsibilities in any
meeting.
Creation of atmosphere that is easy, yet businesslike. He must be

friendly, exhibit a sincere welcome to all group members, and accept
their comments and participation listen are these always occur in any of
the meeting you have attended? Now listen to more.
35
Guiding the flow of discussion that is to make sure that all who have
comments or questions are recognized and refer questions to the
proper source in the group for an answer, many times, a question will
be in such abstract from or will be so long or unwisely that the
discussion will be hampered by it. In such case the leader must step in,
he may ask the questioner to define certain words used or to state the
question another way.
Perhaps the chairman of any the meeting you have attended perform
different roles which roles? Does he or she summaries the discussions?
Does he or she keep the group on the topic or keeping order in the
discussions? Well reflect on these.
2.3.3 Organization and Operation of A Workshop
The purpose of a workshop is to give the participant a chance to

work on their problem with the assistance of a staff of resource people.
Participants and staff members work on a peer relationship pause and
think can you really differentiate between workshop and meeting? What
type of workshop have you attended? Listen to this: The form of the
workshop that evolved in a system depends on the schedule of the staff
and on the availability of time. Some school systems have established a
two to five-week workshop in the summer; others have attempted to
approximate a workshop programme by weekly meetings held
throughout the school year.
There are many ways of getting a workshop started in a local school

system. One is to have staff members attend out-of-town workshops
held under the sponsorship of a university or a national organization, or
to attend workshops in other school systems. Another method is to get a
small group of the staff together, not all status leaders and discuss the
workshop idea.
When it has been decided that a workshop will be held, it is desirable to

choose part of the staff from the leaders on the local system, such a
choice will guarantee to the teachers that the approach will be a practical
one and that it will have the support of these leaders. However, no staff
member should be chosen who is not enthusiastic both about working in
the workshop and about the workshop technique. The ideal situation is,
of course, to have total school staff in a workshop, with all the official
leaders filling their customary roles.
In addition to the local staff members, outside consultants should be

provided. They will increase the variety of ideas and will give teachers
in the system a feeling that the workshop is a different experience from
the ordinary teacher’s meeting.
36
EDA 822 MODULE 2
SELF ASSESSMENT EXERCISES

1. Distinguish between Workshop and Teachers’ meeting.
2. Enumerate the responsibilities of any chairman of the meeting.
2.4 Conclusion
In the organization of the workshop, most staffs have found it desirable

to plan a time for the total workshop group to meet together. This phase
of the program, including presentations by special authorities and
sharing of the products of the workgroup, gives the group of feel of
unity.
2.5 Summary
Meeting should have a central purpose that all participants recognize.

Although a portion of the meeting may be used for announcements and
the exploration of new ideas, most of the time should be devoted to
seeking consensus on the central question. Meeting should not close
without reaching conclusion. These conclusions may be decisions to
accept proposals or to refer them back to a committee for further study
of a specific nature.
The workshop has certain definite characteristics. It is a place where

teachers go to work on their own problems or the problem of their
school. The work is based on the problems of the individuals enrolled.
All participants in the workshop follow individual programmes.
Mecearly, L.E. (1908). “Communications in a large secondary school”

NASSP BULLETIN, 52 – 48 – 61
Hare, A.P. (1952). “A study of interaction and consensus in different
sized group” American sociological Review 17: 261 - 267

Workshop is to give the participant a chance to work on their problem
with the assistance of staff or resource persons while Teachers’ meeting
is organized to deliberate on important issues in order to arrive at a
decision.
The chairman of the meeting should coordinate the meeting, listen to
others’ opinion etc
37
Unit 3 Supervision and Curriculum Development
Unit Structure
3.1 Introduction
3.3 Supervision and Curriculum Development
3.3.1 Definition of Curriculum
3.3.2 The Organization for Curriculum Development
3.3.3 The Community Power Structure and Curriculum
Development
3.4 Conclusion
3.5 Summary
3.6 References/Further Reading/Web Resources
3.1 Introduction
The assumption that supervision is curriculum demands not only a
definition of curriculum, but a consideration of it as an important
function of instructional supervisory behaviour. A brief
conceptualization of curriculum organization for curriculum
development and community power structure are very essential.
• Define Curriculum
• Discuss the organization for curriculum development
• Explain curriculum power structure and curriculum development.
3.3 Supervision and Curriculum Development
3.3.1 Definition of Curriculum
The school curriculum is composed of all experiences that the individual

receives under the school’s guidance. Our dynamic society requires that
these experiences be organized and presented efficiently. If teachers are
to keep peace with these changes and perform to the best of their
abilities, the supervision of instruction must be democratic in nature.
Curriculum can be defined as engagement opportunities provided by the

school that is why curriculum is seen as learner’s engagement with
various aspects of the environment, which have been planned under the
direction of school. The assumption here is that engagements can be
observed and to some extent controlled.
38
EDA 822 MODULE 2
The curriculum is taken to be a set of intentions about opportunities for

engagement of persons-to–be-educated with other persons and with
things (all barriers of information, processes, techniques and values) in
certain arrangement of time and space.
You may pause, and think about another appropriate definition of

curriculum since there are many definitions of curriculum wait a minute
read this. Curriculum can be the instructional materials that are approved
and supplied by the school system, the beliefs about the educational
process that represent the consensus for the teaching staff, the
engagement opportunities that the teacher organizes for pupils and many
others. Do you have any other definition?

Summaries in three sentence the definition of curriculum
3.3.2 The Organization for Curriculum Development
The curriculum council should establish the framework within which

local schools operate. It should recommend to the board of education
those changes in policy that affect system-wide curriculum and
instruction, including the development and evaluation of system-wide
goals. It should have responsibility for recommending innovations that
the council believes should be tried out in the schools.
The curriculum council serves as the nucleus for the formation of

curriculum policy, but it will be relatively useless without an
organization for initiating and implementing curriculum decisions at the
building level, each school in the system needs an extension of the
curriculum council. It may be called what the system prefers, but there
should be a curriculum committee in each building which is responsible
for interpreting the system structure of goals and curriculum policies and
developing and evaluating the local school structure of educational goals
and curriculum policies for consideration by the school.
The executive officer of the curriculum council should be the

assistant superintendent for curriculum and instruction. All proposals for
innovation from outside the system come to him directly, though the
board of education from the superintendent. The supervisory staff works
with him and keeps him informed of new curriculum developments
within and outsides the system.
The supervisory staff carries the primary responsibility for the
39
development and Implementation of curriculum policy. Its members are

a source of information and initiation. As individual supervisor become
aware of demonstrations that are available in other school systems, they
should visit him and bring back to the local system descriptions of
practices that should be considered there.
Executive action by a staff member may consist of locating teachers or

schools that wish to experiment with a hypothesis, serving as consultant
to the teachers and administrators who are experimenting, assisting in
evaluating an innovation, conducting in-service education related to a
project, and preparing a report of recommendations growing out of a
specific demonstration.

What are the roles of the following in the organization for curriculum
development?
3.3.3 The community power structure and curriculum

development
The school system has been described as a sub-system of a larger

community system. As a sub-system the school receives financial
support, goal, and specification and some control over activities.
Therefore, the changes that may be made in a school programme are
limited by the beliefs and decisions of the community power structure.
All communities have a power structure which can be classified into
monopolistic, competitive or fragmented pluralistic. A monopolistic
power structure is characterized by a unitary system of dominance over
community decision-making. A competitive power structure exists
within a community power structure, and lack of knowledge about its
existence or shape may lead to unexpected and unnecessary difficulties
for educational leaders attempting curriculum improvement.
The knowledge that a community power structure exists and

operates does not decrease the need for informing and involving the rest
of the community. The power structure will be affected and influenced
by the way the community sees and supports the school. A school
cannot move too far ahead of the community. If it does, its programme
will be criticized, and as soon as the community gathers it forces,
action will be taken to eliminate the phases of the school programme the
community does not accept or understand.
It is essential that a school programme include a public relations activity

that keeps all community members informed of what is going on the
school. Keeping the community informed includes such customary
activities as columns in the local newspapers, radio program, annual
40
EDA 822 MODULE 2
reports to parents, and open meetings of the board of education, open-

house days to classes, Fathers’ clubs and P.T.A meetings.
3.4 Conclusion
Planning with the community does not in any way relive the school staff
of the responsibility of formulating policy for the school. In the final
analysis, the school administration and staff must take responsibility for
major curriculum changes. And the challenges again become one of
working with the power structure. It should not be assumed that the
power structure does not want curriculum change. The members may
want and support it. They may be pushing the educational
leadership to get moving.
3.5 Summary
Curriculum is an important function of instructional supervisory

behavior, curriculum development and community power structures are
therefore very essential to the existence of supervisory functions.
Hatch, T. (2009). The outside-inside connection. Educational

Leadership, 67(2), 17–21.

- Curriculum council (formation of curriculum policy)
- Executive officer (He/She deputize the superintendent by
coordinating all the proposals for innovation
- Superintendent (He gives directions to executive officer on the
proposals
- For innovation on curriculum and instruction.)
- Supervisory staff (Carries the primary responsibility for the
development and implementation of curriculum policy)

• Curriculum is defined as all the activities that take place in the
school under the coordination of the teachers.
• Curriculum is an engagement opportunity
• Curriculum is an engagement opportunities provided by the
school
• Curriculum is composed of all experiences that the individual
receives under the school’s guidance
41
Unit 4 Supervision and Staff Development
Unit Structure
4.1 Introduction
4.3 Supervision and staff development
4.3.1 Staff Development Training
4.3.2 The place of Evaluation is staff
4.3.3 Selection of new personnel
4.3.4 Principles of the programme for in-service education
4.3.5 Beneficial Techniques for Supervision
4.4 Conclusion
4.5 Summary
4.1 Introduction
Staff development is a continuous and comprehensive process, which

utilizes human learning in services selecting additional staff members
with appropriate competence, reassignment of staff members and
replacement of staff members.
• Define staff development of evaluation training

• Explain the position of evaluation in staff development
• List the selection process of appointing new personnel
• Enumerate the principles of in-service educational programme.
• State the techniques for supervision.
4.3.1 Staff Development Training
Professional growth is promoted through the kind of organization that

encourages members to exert leadership by stating their problems, by
devising ways of seeking solutions, by participating in decision-
making and by accepting responsibility for the outcome. Teacher
growth is promoted when teachers exchange ideas and when they are
encouraged to test the hypotheses they establish.
All activities that led to the growth of a teacher’s potentials are

encompassing in staff-development training which is not something that
is provided by the official leader for other members of the staff, He must
42
EDA 822 MODULE 2
participate too. Many principals have made the mistake of assuming that
it is their job to provide staff development training for others. Such an
assumption makes clear to the staff that the principal consider himself
better than they. If the principal see himself as a teacher he will also
grow with them.
Staff-development training must not be carelessly handled as the

teachers get clues from evaluation which exposes their weakness and
hence gain more experience in-fact community dynamism are clues to
the human development.
The changes that occur in the school demand for technically skilled
people and provide opportunities to cultivate new skills. The staff-
development training will be more profitable if it is centered on
improving the school programme.
Staff development should not be confined to experiences that provoked

only academic growth. There is need for further advancement in
academic learning than in other abilities that make the success of the
school programme possible. Growth is ability to work with others,
improved skill in democratic processes, the development of social skill
and the rounding out of the individual as a social being may all be
areas in which teachers need more help.
As an instructor, have you participated in and development programme?

If yes, what forms does it take? Perhaps the following development
programme forms might interest you or remind you of yours.
Reading, attending conferences, presenting papers in seminars/workshop
and visiting tourist attracted places. Well, yours has not been mentioned
now listen, is yours inform of study committees, clinics, participation in
the evaluation of the school programme, forums in which teachers
parents and pupils exchange ideas etc. think on your own experience.

Summarise the purpose of staff development training and how it
can be enhanced.
4.3.2 The place of Evaluation is staff
Evaluation of teaching must be a part of an entire school programme it

must not be applied to teaching alone. Teachers cannot be expected to
participate wholeheartedly in the evaluation of teaching unless if follows
or goes concurrently with the school’s goals, administrative procedures,
and supervisory techniques.
43
Everyone’s participation in the evaluation process insures validity as far

as purposes are concerned. Unless group activities and procedures are
subjected to constant evaluation, the chances of individual improvement
are greatly decreased. The principal must devote a large portion of his
effort to helping the group improves its processes.
Evaluation includes the work of the individual as well as the group.

Each person should explicate his professional goals and ways of
achieving them and discuss them with his coordinator. Then, as work
proceeds towards the goals, evidence should be gathered and used as a
basis for self-evaluation, peer evaluation and coordinator evaluation.
This makes it possible for each person to maintain professional and
personal integrity because he is using a process to improve his ability in
doing the things he values.

What are the effects of evaluation on staff development?
Do you realize that evaluation is a parameter for controlling that bridges

the gap between goal setting and goal achievement? How do you
justify this statement in relation to staff development? Perhaps it might
help you to get answer to the above question.
4.3.3 Selection of New Personnel
The appointment of additional staff is an opportunity to strengthen the

group. It is a means of surveying the skills and abilities of the group
and to secure types of leadership that are lacking and needed. Selection
of new personnel is a concern of the school district and of the staff of a
school. Candidates who have successfully passed the screening tests
will be selected. Pause and think about the processes involved before
you are appointed at your present work place. Are the processes you
undertook similar to the one I’m going to summarise below?
• You apply for the post
• You are shortlisted
• You did oral and paper and panel test.
Perhaps due to your personality you are called for interview or due to a
merit. Letter of appointment were given in batches. The first category of
people given appointment letter before you did not possess the
competencies and right qualifications. How do you fell? Who are the
people involved in the selection of new personnel during the time you
are seeking for appointment? Ideally the selection and employment of a
new staff member should not be the job of the personnel office and the
principal alone. Because teaching is an occupation in which staff
44
EDA 822 MODULE 2
members must work in close cooperation with other teachers, it is

important that the members of a school staff have a part in determining
what additions should be made to the group.
One criterion that most facilities or schools will establish is that the new
teacher must believe in a cooperative approach to problems and must
have a willingness to consider all viewpoints in arriving at final
solutions. If a new staff member does not have this point of view, he
will be unhappy, unsatisfactory member of a staff that Works
cooperatively.

Enumerate the selection process involved in the appointment of new
staff?
4.3.4 Principles of the programme for in-service education
In-service education includes all activities of school personnel that

contribute to their continued professional growth and competence. The
following are the basic principles:
• The in-service education programme emerges from recognized
needs of the school and community
• All school personnel need in-service education
• Proper supervision is an effective means of accelerating the
in-service professional growth of personnel
• Improving the quality of instruction is the immediate and long-
range objective of in-service education.
In-service education leads to a continuous process of re-examination and

revision of the educational program. Additionally, it encourages
participants to attain self-realization through competence,
accomplishment and security. In-service education has become an
increasing concern of state agencies colleges and universities, school
boards, school administrators and teachers. Supervisors should create an
atmosphere that will stimulate a desire on the part of teachers for in-
service growth.
The in-service programme is one of which both supervisors and teachers

growth grows in improving the learning situation of education, wait a
minute have you ever observed these principles? Let me give you more
principles of in-service programme, which have become apparent.
Professional development cannot be adequately served by teaching
experience alone.
Although it is reasonable to expect a teacher to guide his own future

development, it is the obligation of the school system to stimulate
45
advancement by providing opportunities for in-service growth. Now,

relate these to your idea about the principles of in-service educational
programme.

State at least FIVE principles by in-service education programme?
4.3.5 Beneficial Techniques for Supervision
Supervision is planning for all-around improvement of school factors

that seem to affect seriously the teacher-learning process, especially the
school building and its equipment, the materials of instruction, the
organization and management of the school, the curriculum, the methods
of teaching and the personality of the teacher.
The most beneficial techniques for supervision include:

Because usually it is the Faculty meeting - major means of
communication within a school. These faculty meetings include
Supervisory visits: Visits generally should be followed by conferences.
The supervisor should study the total learning situation, giving attention
to curriculum meetings all institutes factors that affect student growth
workshops, study groups etc. A Professional bulletin: Unfortunately,
most professional bulletins are prepared faculty meeting by people
engaged in supervision. If they were teacher-prepared, they might offer
many opportunities in a programme of in-service education have more
meaning. These bulletins constitute effective communication media and
may include announcements, summaries of research, and analyses of
presentations at professional association meetings, acknowledgements,
and developments in various subject matter fields.
Professional libraries: A convenient source of information is

the school professional library. Teacher contributions could become a
part of this repository of information. The professional library
provides not only a source of information but also is an incentive for
personal satisfaction.
Materials centre or curriculum laboratories: Curriculum laboratories

supply instructional guides, sample materials of instructional
technology and textbooks.
What other methods do you think it can be used for supervision, you can
pause and think on this but mean while have these.
• Teacher assignment
• Demonstration teaching
• Curriculum development
46
EDA 822 MODULE 2
• Development of instructional guides

• Excursions
• Workshops and institutes etc,
Now re-read them and synthesize

Enumerates at least FIVE different techniques for supervision?
4.4 Conclusion
Staff Development Programmes may take many forms; it is not

always getting together for common experiences. Reading, attending
conferences, or other types of individual experiences can be growth
experiences. Some principals find that t the best contribution they can
make to teacher growth is to take the place of a teacher who is attending
conferences or visiting some other school. Others have found that their
most helpful contribution consists of making readily accessible to
teachers professional material that contains suggestions and ideas.
4.5 Summary
Staff development programme must provide as its first step

experiences that will enable people to relieve themselves of the
emotional tensions that hinder constructive work, for this purpose, the
programme may include recreation, dramatics, and arts and crafts as
well as more formalized education.
As facilities and organizational structures become more open and as

teachers cooperate more and more in planning, actualizing and
evaluating teaching, evaluation of team and individual effectiveness will
become more implicit in the total process. Certainly, the process will
contribute to the professional and personal development of the staff.
Concerning the selection of new personnel, if the principal anticipates

vacancies, it is desirable to the type of staff member needed.
Barr, A.S. et al (1978). Supervision. New York: Appleton – Century-

Crafts Chapters 1 and IV.
Chester, T.M. (1971). Educational Supervision. New York: MeGraw-

Hill Book Company, Inc pp297.
47
Goodlad, J. (1969). In an address delivered in comectiant in 1969 – M.

Francis Klein and Associates. Behind the classroom door
Worthingon, Ohio: Charhes A Jones.
Allen, D.W. (1971). In service teacher training a modest proposal in

improving in service education, Ed. L.J Rubin Boston

• To enhance productivity
• To create job interest
• To promote the skills in them
• To develop the teachers academically
• It can be enhanced if it is not carelessly handled and confirm to
experiences that provoke only academic growth.

• It leads to an improvement
• It is used to measure the achievement of goals or objectives
• It serves as medium of correction or right positioning of things
• It is used to determine the potentials of the teacher etc.

• Writing application
• Short listing
• Written or oral interview
• Appointment letter

You are expected tore-read and highlight five out of the above
Listed principles

• Supervisory visits
• Faculty meeting
• Professional bulletins
• Professional libraries
• Curriculum laboratories
• Workshops
48
EDA 822 MODULE 2
Unit Structure
5.1 Introduction
5.3 The supervisory team
5.3.1 The Work of the Institutional Supervisory Team
5.3.2 The Principal as Instructional Leader
3.3.3 The Curriculum and Instructional Staff
3.3.4 Possible Structures for Instructional Supervision
5.4 Conclusion
5.5 Summary
5.1 Introduction
The school is the basis action agency for the development and activation
of learning opportunities for student; teachers are the primary agents in
the process. The school instructional supervisory team is an important
part of that process.
• State the work of the instructional supervisory team

• Explain the role of principal as instructional leader
• Itemize the roles curriculum and instruction staff
• Explain the structures for instructional supervision
5.3 The supervisory team
5.3.1 The Work of the Institutional Supervisory Team
The work of the instructional supervisory team –The tasks of the school
instructional supervisory team are quite similar to those of the central
office team. For example:
(i) Participation in and coordination of the continuous development

and evaluation of educational goals at the local level.
(ii) Provision for the psychological and technical support system for
teachers
(iii) experimentation, development and supervision of new
programmes
49
(iv) inter sharing of educational ideas with other schools in the district
(v) continuing education for the professional staff
(vi) Curriculum design and coordination of various specialized sub-
system in the school so as to maintain balance and common
directions in the programme.
(vii) Selection, procurement allocation, and deployment of materials
and equipment of instruction.
(viii) Education planning
(ix) Manpower planning
(x) Selection, induction, and utilization are all proposed as tasks of
the local school instructional supervisory team.

Enumerate the works of the instructional supervisory team.
5.3.2 The Principal as Instructional Leader
The principal is primarily concerned with the overall goals of the school.
The school organization is a dynamic web of interdependent parts that
are assumed to contribute to the realization of the overall goals. In order
to realize these goals the principal has to take into consideration factors
that can enhance the achievement of goals for example if the school
always win quiz and debate competition, the principal can recruit new
personnel specializing on this to train the students at the detriment of
other school premiers that may be left undone, students who are
participating in this may be pulled out of classes and be trained in a
special place outside or within the school environment all theses
involves sacrifices on the parts of the school, principal and the students,
wait a minute, have you ever witnessed this type of situation before ?
Perhaps yours may not be on school quiz and debates it may be on sport
concentrations that were given to it are detrimental to other extra-
curricular activities. At this stage what do you think is the role of the
principal? Now listen to this. The principal is a central factor in the
communication network. He must communicate school needs to the
central office and promote good inter-personal communication between
the teacher-teacher, teacher-administrator, teacher-curriculum
specialists these are expedient to the actualization of learning activities
for students.
Another major task of the principal is to provide leadership in

identifying and utilization of appropriate personnel to provide adequate
system of psychological and technological support for teachers and to
participate in the process. Since the goals and means of achieving there
are always changing the principals have to make available facilities,
open curriculum new programme etc, to facilitate new understanding
and skills of the teacher.
50
EDA 822 MODULE 2

Explain the roles of principals as an instructional leader.
3.3.3 The Curriculum and Instructional Staff
The curriculum and instruction staff are to pull together definable inter
dependent parts of programme toward the achievement of certain goals
the following are the possible defined role of the curriculum and
instruction staff.
• To involve the team in the development of goals and behavioral
objectives for students that is consistent with the expectations of
the school.
• To involve the team in developing a plan for the evaluation of the
achievement of student goals together with the actualization of
the plan.
• To facilitate the provision of the psychological and technological
support systems for the team
• To facilitate the communication and actualization of team
expectations of the system and system expectations of the team.
• To participate in the process of helping and being helped by team
members and to facilitate the process of team members helping
each other.
• To involve the team in designing and developing plans for the
actualization of engagement opportunities for students in order to
achieve the goals and operational objectives.
• To participate in the process of helping and being help by team
members and to facilitate the process.
Pause, what can you say about these roles? Are they not too narrow?
Listen to this,
The curriculum and instruction staff roles should elude coordination of
content departments, athletic, guidance services, teaching resource
centers, laboratories etc. Likewise, they are to design, implement, and
evaluate progrmmes in cooperation with other specialists. Now what do
you think their roles should be.
Itemize the roles of curriculum and instruction staff

Try to read and recall the above listed roles of curriculum and
instruction staff.
3.3.4 Possible Structures for Instructional Supervision
51
The effectiveness of any system of instructional supervision is at least

partly a function of the organization structure. School has its own
identity, needs, priorities and human capabilities. It is assumed that all
the people in the school, including children, teachers, consultants,
coordinators, custodians and administrators are important and therefore,
their needs are important. Needs for belonging, affections, stability of
structure, change, recognition and achievement are recognized and an
effort is made to provide a working environment in which those needs
can be satisfied.
Since all the people in school have the potentials for making a
contribution to the improvement of schools, therefore they are important
human resources, Every effort is made to provide abroad base of human
involvement in problem solving and decision – making activities. There
is also a broad base of human competence with focus on utilization of
the competence in school improvement. The need for coordination
and control is recognized and utilized, but organizational members have
a say in the development and continuous evaluation of that t control
system. The system of instructional supervision is built on the notion that
it is an organizationally sponsored behaviour system that interacts with
teaching behavior for the purpose of improving the quality of learning
for students.
Instructional
Leadership team
Student Learning
Teacher Centre Instructional
Planning Resources
Team Centre
Curriculum
Development
Design
Figure 5.1: Conceptual Scheme for Instructional Supervision
The above figure is a conceptual scheme for visualizing instructional

supervision in this school. It shows clearly the “student learning centre”
52
EDA 822 MODULE 2
as the focus of the Instructional supervisory behaviour system. The four

support systems are identified as the “teacher planning team”
instructional leadership development and design centre” each of the sub-
systems is shown to have its own identity and inter dependent with the
student centre. The student learning centers are where the action is; that
is, engagement opportunities for students are utilized. The “teacher
planning team” for each learning center is composed of a teacher-team
leader, and some other teachers. The team leader has the responsibility
to involve the team in cooperative planning, teaching and evaluation.
Objectives of learning are defined, programme are designed,
implemented and evaluated on a cooperative basis.
The “instructional leadership team” is made of the principal, student

learning center team leaders, coordinators, and special consultants. The
instructional leadership responsibilities of the principal have already
been defined. It is through the instructional leadership team that the
principal can implement his role. Objectives for school can be
hammered out.
The “curriculum development and design center is where the

programme of engagement opportunities for students is along and tested.
Each learning center is represented along with the various other sub-
systems in the school.
The instructional resources center is primary a service center to the

student learning centers. Materials and equipments are developed,
collected and made available according to the needs of the learning
centers. The function of the center is not just to make materials and
equipment available, but rather to involve students and teachers in the
process of development.
With the aid of diagram, discuss the possible structures for instructional
supervision.
5.4 Conclusion
The content, methodology and materials and resources of teaching must

constantly change along with the changing needs of students and new
developments in knowledge and technology. A broad technological and
psychological support system is provided for the teaching behaviour
system. Coordinators and consultants with special skills and knowledge
are available to teachers at the local school level. Other specialists are
utilized from the school district instructional team, institutions of higher
education, local community, and other local schools.
53
5.5 Summary
The supervisory team has the advantage in the provision of services and
consultations and in developing sensitivity to the needs of teachers.
Since these local instructional leaders are in close contact with members
of the local school faculty and instructional personnel at the bringing
together personnel with needs and special competence to provide
service.
The school is a dynamic system of interacting parts that fit together to

achieve certain common goals. The instructional supervisory behaviour
system interacts with the teaching behaviour system to improve the
probability for goals realization.
Mill, V. (1965). The public administration of American School systems.

New York: Macmillan.
Kimball, W. & John T.L. (1975). Supervision for Better Schools.

Prentice – hall; Inc. Englewood Cliffs: New Jessey.
• Man power planning

• Education planning
• Continuing education for the professional staff.
• He must communicate school needs to the central office

• He must recruit new personnel specializing on this to train the
students
• He should make available facilities.
54
EDA 822 MODULE 3
MODULE 3
Unit 1 Organizing the supervisory visits

Unit 2 How to improve supervisory visits
Unit 3 Supervisory follow-up conference
Unit 4 Organizing a successful workshop
Unit 5 Measuring teacher performance
Unit 1 Organizing the Supervisory Visits
Unit Structure
1.1 Introduction
1.3 Organizing the supervisory visits
1.3.1 Basic Principles of Organization
1.3.2 Implementation of Supervisory Programme
1.3.3 Basic aspects of supervisory planning
1.4 Conclusion
1.5 Summary
1.1 Introduction
The organizational plan for supervision must clearly define the

responsibilities functions and relationship of the professional staff.
• Discuss the basic principles of organization

• Explain the organization and implementation of supervisory
programme
• Enumerate the basic aspects of supervisory planning.
1.3 Organizing the supervisory visits
1.3.1 Basic Principles of Organization
Basic principles of organization for school supervision in modern

organization is directed towards the improvement of the total teaching-
learning process which subsumes the total setting rather than toward the
more limited aim of improving teachers in service. Modern supervision
55
directs attention toward the fundamentals of education and the

improvement of learning.
Teaching–learning situation is the focus of supervision with the

groups and individuals working to improve the total complex. The teacher
in this type of supervision becomes a cooperating member of a group
dedicated to the improvement of instruction. Before this dedication can
be translated into action leading to positive results, the prime requisite of
planning must receive consideration.
Planning, Coordination, Stimulation and Growth

In supervision, there should be planning, coordination, stimulation and
growth of teachers. The student should be encouraged to excise his talents
towards a richer and more intelligent participation in the society and the
world in which he lives. Instruction and instructional procedures can
be improved. If supervision is organized, both as a creative art and as a
science it must be organized to:
• Help the professional staff see more clearly the goals of education.
• Help teachers see the problems and needs of children and youth.
• Provide effective democratic leadership in promoting the
professional improvement of the school and its activities in
fostering harmonious and cooperative staff relations.
• Build strong group morale and unify teachers into an effective
team working to achieve the same general goals.
• Assist new teachers in the diagnosis and remediation of learning
difficulties.
Wait a minute; do you realize that a programme of supervision must be a

programme of educational improvement? Think on what the
classifications of such kinds of supervision should be; perhaps, I have an
idea. Now read this: it should be creative, it should be constructive, it
should be preventive, it should be corrective etc.
You can now think and add your own characteristics of a good
supervision.

What is the importance of planning to a supervisor?
1.3.2 Implementation of Supervisory Programme
The supervisory principal should be familiar with four basic general

principles of organization, which are:
The learning situation for students can be improved by the proper
administrative organization of personnel engaged in supervisory services.
56
Organization for supervision should be based on agenerally accepted

philosophy of education for the school system.
The governing board, as a policy–making body, has full authority over
the supervisory programme and should delegate responsibility and
authority for administration of the programme to the superintendent.
The school’s organization for supervision should be appraised
continuously and revised in the light of the appraisal.
Principles of External Organization

The generally accepted principles of external organization are essentially
as follows:
• Authority is centralized in the legally appointed person at the head
• The teacher should be responsible directly to the principal for the
instructional programme within the classroom.
• The lines and channels through which delegated authority and
responsibility flow should be defined sharply and unambiguously.
• Staff officers are instructional experts and consultants. They
are thus
• Differentiated from the line officer, but they have no executive
power.
• Enumerate the principles of organization.
• Read and recall the principles enumerated above.
1.3.3 Basic aspects of supervisory planning
Foresight and planning are essential part of management if not the whole
of management. Foresight here means to assess the future and make
provision for it and forecasting itself in action already. Hence, the basic
aspect of planning is as follows:
• The process of fact interpretation
• Determining a line of action to be taken in light of all date available
and of objectives sought.
• Detailing the steps to be taken in keeping with the action
determined
• Making provisions to carry through the plan to a successful
conclusion
• Establishing and maintaining a system of evaluation to see how
close performance comes to plans.
Pause and think, what you think planning requires having known its
importance from the previous title and now its principles? I have an idea,
read this: planning requires a lot of supervisory foresight and high degrees
of constructive analysis. Wait a minute and meditate is it true? But
certainly, ability and willingness to plan are an essential of supervisory
leadership, if a supervisor is not willing to plan ahead to facilitate and
57
improve instruction he/she does not deserve the confidence of the

educators with whom he/she works.

Briefly explain what planning entails?
1.4 Conclusion
A school is organized that it may be administered, it is administered that

instruction may take place. The supervisor’s major responsibility is to
lead teachers to the steady, continuous and progressive improvement of
the curriculum.
1.5 Summary
The basic principles of organization for the supervisor is to enhance

teaching learning process, to promote the ability of accepting
responsibilities, to improve learning and the total complex and to
enhance more instructions. The general principles of organization are in
two phases. (i) Principles of external organization and (ii) principles of
internal organization all are to promote supervisory efficiency.
Hubert Wilbur (1958). Current Problems in the supervision of instruction.

New York: Johnson Publishing company PP 172-173.
Ordeway, T. (1951). The Art of administration. New York: McGraw-

Hill Book Company
William, H.B. et al (1955). Supervision 3rd ed. New York: Appleton-

Century-Crofts.
58
• Assist the staff to see more clearly the goals of education.

• Help the staff or teachers to the problems and needs of the student
• Build a strong morale and unify the staff
• Assist the staff especially new teachers in diagnosis learning
difficulties
Planning entails setting up of goals and objectives and looking for ways
of achieving them, it can be realized through forecasting
59
Unit 2 How to Improve Supervisory Visits
Unit Structure
2.1 Introduction
2.3 How to improve supervisory visits
2.3.1 Principle and purpose of supervision visit
2.3.2 Planning for classroom visitation Programme
2.3.3 Techniques in visitation
2.3.4 Observable things during visitation
2.3.5 Observation mechanism
2.4 Conclusion
2.5 Summary
2.1 Introduction
The supervising principles must give considerable thought to classroom

visitation for supervisory purposes. It is expedient to analyze this
important function of the supervisor and purpose a model for the
supervisory visit that will help the supervisory with the encompassing
goal of any modern supervisory programme.
• State the basis criteria and purposes of supervisory visit.

• List the activities that are applicable to a specific visit.
• Enumerate the techniques in visitation.
• State the observable things during the visit of a supervisor
• Explain with the aid of a format the duration and frequency of
supervisory visits.
2.3 How to Improve Supervisory Visits
2.3.1 Principle and purpose of supervision visit
Supervisory visit is still considered as a part of the programme of

supervision. Classroom visitation successfully fulfills many needs when
performed by someone who is aware of the responsibilities. In terms of
general values, consider first the theory that teaching is not a stay mated
routine function, but rather it is ever capable of improvement. As the
creative teacher seeks to improve skills, it becomes obvious that tone
60
cannot examine it in a truly objective fashion. The need for having a

competent instructional leader constructively evaluates but not inspect the
performance of the teacher is recognized as essential to the acceptance of
the supervisory visit and its corollary.
Teachers want supervision that is well planned, constructive, and

democratically applied. If these expectations are to be realize, the
following criteria should be met. The chief purpose of supervisory visits
should be the improvement of learning they should be inspirational and
instructive rather than inspectional and repressive.
Supervisory visits should afford each teacher a definite and concrete basis
for improvement. The principal, not the staff specialist-consultant, should
be responsible for rating teachers. The principals are responsible for what
transpires in the classroom. He/She is responsible for the improvement of
instruction in all areas at all levels.
The principal’s first concern should be for the safety, welfare, and
development of the staff. The principal should help the teachers use
various measures of self-evaluation. Teachers should feel free to discuss
their problems and to make suggestion. The principal must respect the
opinions and points of view of the professional staff.

List the basic principles of supervisory visits.
2.3.2 Planning for classroom visitation Programme
The primary duty of a supervisor or supervising principal is the

improvement of instruction. If he/she is going to perform this function
effectively he/her must become proficient in the used of modern
techniques for supervisory visits and conferences. Careful planning by the
supervisor should precede a classroom visit. The supervisor might select
activities that are applicable to a specific visit from the following lists.
1. The supervisor will know the purpose of the visit and will insure
that the teacher clearly understands the purpose.
2. The supervisor will know as much as possible about the teaching-
learning situation prior to the visit.
3. The supervisor will discuss with the teacher thearea of the
instructional program with which the teacher has requested help
prior to the visit.
4. The supervisor will review all available pertinent materials,
including records of previous visits and follow-up conference that
might pertain to the proposed visit.
5. The supervisor will refer to any pertinent professional material.
61
2.3.3 Techniques in visitation
The supervising principal must conduct him/herself in the classroom

visitation in a way that the teacher and the class will be affected. In
conducting the visit, the supervising principal should:
1 Have arranged the time of the visit with the teacher during the pre
visit conference
2 Enter the classroom quietly and avoid drawing un necessary
attention to him/herself.
3 Smile, to let the teacher and the class knows that he/she is glad to
be there.
Pause, flash back is these realistic? Or you are surprised? Does your
supervisor possess these characteristics? Perhaps He or She possesses
some and not all. You can add your own to this. Meanwhile, is your
supervisor try to become a temporary part of the class? You think it is not
necessary, how then can he/she supervisor without creating unnecessary
attention? What of his/her dressing should it be too attractive? Think on
all those.
In your best opinion, enumerate the realistic techniques in visitation.
2.3.4 Observable things during visitation
The supervising principal should prepare in advance for the observation

by completing a list of points to be observed. The following outlines
proved helpful:
1. Do the students participate in the selection and/or formulation of
classroom Standards of conduct? Is self-control encouraged?
2. Do students recognize the reasons for their being corrected?
3. Is disciplinary action considered a form of constructive criticism?
4. Is the teacher’s attitude friendly and accepting?
5. Is the teacher’s voice well-modulated and of sufficient volume?
6. Does the teacher have leadership skill; is he/she confident, positive
and consistent?
Wait a minute; think on these, have you observed any, read more.
• What is the teacher trying to accomplish?
• Does the teacher know the subject matter?
• Is the teacher well prepared?
• Does he/she have adequate lesion plans what of instructional
technology aids?
• Is the teacher well organized?
• Does he/she have a definite place to write assignments?
• Are assignments clear, reasonable, pertinent and varied?
62
VISITATION RECORD
Name of Staff Member
Making Visits:
Name of Teacher Visited:
School Where Teacher Employed:
Graduate and/or Subjects being taught:
Pre-visitation interview:
Post-visitation conference:
Observation Criteria Superior Good Average Needs
Improve.
General appearance and poise Room
appearance and physical condition
Teaching materials and procedures
Student-teacher relation
Interest and activity of student
Attitude toward teaching
Classroom management
Command of language: effective
communication
Chalkboard ability
Comments and suggestions resulting from visit:
…………………………………............................................................
…………………………………………………………………………
63
OBSERVATION REPORT
School --------------------------------------
Teacher-----------------------------------Grade-------------------Date------------------
Subject observed-------------------------------------Time-------------------------------
1. STUDENTS:
(a) Attitude-----------------------------(d) Effort------------------------------
(b) Attention----------------------------(e) Seating----------------------------
(c) Discipline----------------------------(f) Number in room----------------
2. TEACHER:
(a) Preparation------------------------- (e) Speech-----------------------------
(b) Fellowship plan---------------------(f) Voice quality---------------------
(c) Response of students---------------(g) Appearance----------------------
3. LESSON:
(a) Topic----------------------------------(c) Student participation----------
(b) Technique --------------------------- (d) Use of instructional aids------
4. ROOM
(a) Topic------------------------------------(d) Ventilation----------------------
(b) Writing aids posted------------------(e) Lighting---------------------
(c ) Environment-------------------------(f) General appearance--------
5. OVERALL EVALUATION
(a) Strong points----------------------(d) Additional suggestions-------
(b) Weak points-----------------------------
Follow-up conference held:
No ----------- Yes ---------- Date ------------- Observer’s signature----------
2.3.5 Observation mechanism
Duration and Frequency

The duration of the supervisory visit will be determined both by the type
of teaching-learning situation being observed and by the type of visit,
whether it is the standard or survey variety and whether it is scheduled.
Establishing the purpose for the visit in advance enables the principal to
gauge the length of the visit accordingly. If the teaching-learning
situation happens to be a lesson in a course, the principal may want to be
in the classroom for a full hour. If the teacher took this initiative by
inviting the principal to visit, or if the principal had informed the teacher
of an intention to visit, the principal will be expected to remain until the
lesson is completed. In the preplanning session with the teacher, the
duration of the principal’s visit should be discussed. Certainly, the
64
principal will be in a better position to discuss the lesson the lesson

intelligently in the follow-up conference if the total lesson has been
observed.
Supervisory visit and Follow-up conference programming form.

Preparation for the visit:
(a) Obtain information, check previous notes -------------------------
(b) Conference and results--------------------------------------------------
(c) Contact---------------------------------------------------------------------
7. The Classroom visit:
(a) Time allotment------------------------------------------------------------
(Check teacher’s daily programme)
(b) Method --------------------------------------------------------------------
(c) Planned objective--------------------------------------------------------
(d) Other-----------------------------------------------------------------------
8. Analysis of the observed performance:
---------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------
9. The follow-up conference
(a) Preceding activities -----------------------------------------------------
(b) When ----------------------------------------------------------------------
(c) Where ---------------------------------------------------------------------
What discussed ------------------------------------------------------------------
(e) Written report ------------------------------------------------------------
(f) Plans/material to bring -------------------------------------------------
(g) Teacher’s reactions ------------------------------------------------------
(h) Closing --------------------------------------------------------------------
The frequency of supervisory visits will depend on (i) the purpose of the
visit and (ii) who initiates the visit. If the supervising principal is
observing a teacher who has requested help with a specific area of the
instructional programme, the principal may want to contemplate on return
visit within a short time following the initial observation in order to gather
more data or to demonstrate a teaching technique.

Enumerate the observable things during visitation and factors
influencing durations and frequency of visitation.
2.4 Conclusion
The frequency of supervisory visits should be a function of an effective

programme. The need for a regular program of visitation, commenting
that perhaps fear of supervision occurs because visits are in frequent and
improperly handled.
65
2.5 Summary
When the headmaster contemplated visiting a classroom in colonial days

the visit was an inspectional tour, and the conference following the visit
was fraught with negative, destructive connotations since that time, there
have been numerous modifications with regard to the supervisory visit
and follow-up conference. The acknowledged purpose of these visits and
conferences is the improvement of the instructional program. Despite this
shift from focus on the teacher toward an emphasis on the total teaching-
learning fear a visit by the principal, often with good reason.
Monte, S. N. (1960). “Are classroom visits worthwhile” . The clearing

house xxv. 41.
Edwin, H.R. (1963). Supervision in the Elementary School. Bostin

Hougton
Mifflin, L. K. (1961). Supervision in Action. Washington, D.C.:

Association for supervision and Curriculum Development pp 56.
Harold Spears (1963). Improving the supervision of Instruction

Englewood Cliffs: New Jersey: Prentice – hall Inc. pp 62.

• It should be well planned It should have a focus
• It should have a focus
• There must be a definite purpose or objective
• Objectively in rating the teacher is essential

• Students participate in the selection and formulation of classroom
standards.
• Student realizes the reasons for being corrected.
• Whether the teacher’s attitude friendly or accepting? etc and
duration and frequency of visitation is determined by the type of
teaching-learning situation.
66
Unit 3 Supervisory Follow-Up Conference
Unit Structure
3.1 Introduction
3.3 Supervisory follow-up conference
3.3.1 Principle and purpose of supervisory conferences
3.3.2 How to conduct a successful conference
3.3.3 The supervisor and the orientation interview
3.4 Conclusion
3.5 Summary
3.1 Introduction
Most specialists in supervision suggest that the principal have some kind
of follow up conference shortly after classroom visitation here we present
specific suggestions on how the supervisory principal can improve the
supervisory conference.
• List the criteria to be followed by the conference.

• Discuss how a successful conference can be conducted.
• Explain with the aid of conference report from the orientation
interview.
3.3 Supervisory follow-up conference
3.3.1 Principle and purpose of supervisory conferences
Five criteria to be followed by the supervisory principles in the formal

follow-up conference are as follows:
• The principal should establish rapport with the teacher at the
beginning of the conferences.
• The principal should include a general commendation of the lesson
as a whole and specific approval of a specific aspect of the lesson.
• The principal should commend the teacher on his/her skill.
• The principal should help further the teachers confidence in his/her
work.
• The principal should include constructive suggestions whereby the
teacher good work is further improved.
67
• The goal of a follow-up conference between supervision and a

teacher is cooperative planning not the imposition of a plan on
the teacher.
• A conference is an attempt to reach a union of minds and purposes.
• The individual conference probably is the important supervisory
technique for using the specific improvement of instruction. If correctly
employed, it gives each teacher the special help needed to become
proficient in self-analysis, self-appraisal, and self improvement. As a
form of personal interview, the individual conference provides an
excellent opportunity for the two participants to define the subject to be
discussed, to agree on the education point of view, to recognize the need
for improvement and to solve the problem cooperatively.

What are the purposes of supervisory conferences?
3.3.2 How to conduct a successful conference
Preparing for the supervisory conference is just as important as preparing

for a supervisory visit. Great knowledge, skill, and understanding are
required to carry on a successful conference. It will be to the advantage
of the principal to have every available resource within reach. Some of
the following suggested activities may apply more to one specific type of
conferences than to another. The principal should select those that will
help in a particular situation.
1. Recall the purpose of the conference

2. Review all records pertinent to this conference.
3. Develop tentative hypotheses by anticipating probable conclusions
and recommendations.
4. Note possible courses of action.
5. Review and assemble additional professional materials that will
help the teacher.
6. Assemble instructional materials that the teacher may use and
evaluate.
Pause; have you notice any of these? Or have you attended conference
where the organizer took into considerations these activities? Don’t jump
into answer yet read this:
• The principal will check with the custodian to learn if the room is
ready.
• he/she will remind all participants of the conference time and
place, plant to provide simple refreshments. Now what is your
answer?.
68
The Principal’s Action and Reactions during a Conference

The principal is responsible for the success of the conference .As the
instructional leader of the school, the principal should testify certain
personal qualities, and professional abilities if he/she is to establish
rapport with staff members and if he/she is to maintain a superior
instructional prepare within the school. Hence the principal should:
• Be friendly
• Listen carefully
• Offer suggestions.
• Keep adequate records of plans and suggestions.
• Make certain that some course of action has been decided on.
Wait a minute, think, what other characteristics or qualities principal

should possess? Does it have to resemble the general qualities of a good
teacher? Now let me add more.
• A good principal should invite participation from all present.
• Sumarise findings, conclusion, and decision
• Provide for adequate evaluation.

Enumerates the characteristics of principal’s actions and reactions?
3.3.3 The supervisor and the orientation interview
In some large school systems, the employment and assignment, phases of

the Personnel process may be completed without the participation of the
supervisory principal such as an unenlightened personnel practiceplaces
the principal in the position of having to discover the new employee’s
interest, experiences, educational and other personal data through an
exploratory interview. It is important that the supervising principal
remember that this first interview with the beginning teacher establishes
a pattern for future relations.
69
CONFERENCE REPORT FORM
Date:
Name of Teacher:
Grade:
Subject:
Time: from To
Good points of the lesson:
Physical and learning environment:
Detailed, specific suggestions for improvement:
Questions:
Statement:
At the time of the initial interview, the new employees should be told
about the important of phases of his/her work; specific assignment will be
the location of various offices and facilities in the school, and anything
else that a new employee should know. Perhaps the principal may be very
busy; he/she has to let the new teacher aware of the need of orientation
interview and has such teacher over to his or her assistant or head of
department.

In your own opinion what do you think is the important of orientation
interview?
3.4 Conclusion
It is important that an adequate record of the supervisory conference be

maintained for further reference to serve as a vehicle for planning future
supervisory visits and follow-up conferences. Hence to enhance
supervisory conferences there is need for adequate follow-up activities.
3.5 Summary
The supervisory conference is a difficult activity because of the personal

element involved. Misgivings are faced by both the principal and the
70
teacher, regardless of the amount of experience each has had. The

principal wonders if the teacher will understand the professional purposes
and if his/her assistance will be thorough and clear. New and experienced
teachers alike panic at the thought of an individual conference. They will
wonder what is wrong with their work, was the lesson really all right? If
not, will they be given a chance to improve?
Bingham, W. V. (1966). The Three functions of the interview in

Employment. The management review xv: 36
George, C. K. (1965). The principal at work. Revised edition. Boston

Ginn and Company.
Roethlisberger, E. J. (1939). Management and the worker. Cambridge:

Havard University Press.
Spriegel, W. R. et al (1957). Element of supervision. New York: John

Wiley and Sons. Inc . PP. 62-63.
• To build in teacher confidence

• To increase the teachers’ skills
• For teachers’ improvement.
• Friendliness
• Good record keeper
• Careful listener etc
• It gives the new staff sense of belonging It creates job interest

• It motivates the new staff
• It is used to avoid costly mistakes
71
Unit 4 Organizing a Successful Workshop
Unit Structure
4.1 Introduction
4.3 Organizing a successful workshop
4.3.1 Principle Organization and Operation of a workshop
4.3.2 How to conduct workshops
4.4 Conclusion
4.5 Summary
4.1 Introduction
Workshops constitute one means of stimulating professional growth. The

purpose of a workshop is to give the participants a chance to work on their
problems with the assistance of a staff of resource people. Participants
and staff members work on a peer relationship.
• Discuss the organization and operation of workshop

• Explain how to conduct a successful workshop, characteristics,
types and limitations of workshops.
4.3 Organizing a successful workshop
4.3.1 Principle Organization and Operation of a workshop
The form of the workshop that evolves in a system depends on the

schedule of the staff and on the availability of time. Some school
system has established a two to five week workshop others have
attempted to approximate workshop program by weekly meetings held
throughout the school year.
There are many ways of getting a workshop stated in a local school

system. One is to have staff members attend out-of-town workshops, held
under the sponsorship of the school or a national organization, or to attend
workshops in other school systems. The reports of their outside
experience serve to stimulate the interest of other staff members. Another
method is to get a small group of the staff together, not all status leaders,
and discuss the workshop idea. Out of such meetings may grow the
72
nucleus of a workshop.
Any movement in to a workshop plan should be made with the

understanding that it is done on an experimental basis and that it will be
evaluate by the staff, the community, and the board of education. It has
proved wise in some schools to include members of the community and
members of the board of education in the workshop as a way of insuring
that an accurate evaluation of the workshop reaches these groups. When
such persons attend the workshop, the program often becomes more
dynamic, and the results are far-reaching.
When it has been decided that a workshop will be held, it is desirable to

choose part of the staff from the leaders in the local system. Such a choice
will guarantee to the teachers that the approach will be a practical one and
that it will have the support of these leaders. A misguided or disgruntled
staff member can do much to disrupt the workshop activity. The ideal
situation is, of course, to have the total school staff in a workshop, with
all official leaders filling their customary roles.
Wait a minute; think on other factors that can enhance effective

organization and operation of a workshop, perhaps it may be different
from the above. Don’t you think that there is need for outside consultants
to be provided and variety of ideas which will give the teachers the feeling
that the workshop is a different experience from the ordinary teachers’
meeting. Provision should also be made for evaluation process. Because
evaluation is a continuous process in which all members of the group
participate. Hence, evaluation committee should be inaugurated and their
responsibility is to recommend evaluation procedures to the total group
and of organizing and carrying out the evaluation procedures the
workshop group accepts.

Summarise the factors influencing effective organization of workshop?
4.3.2 How to conduct workshops
➢ Workshop Characteristics
Workshops tend to have rather clearly defined and recognized purposes.
These purposes usually are related directly to problems and emerging out
of the teachers’ daily work. Workshops are planned, organized, and
conducted by teachers and principals. A broadly representative
membership is attracted to workshop. They are not delimited to the
faculty of one school or even of one school system. The exchange of new
ideas is, therefore, facilitated.
73
Workshops attract people who have a special interest in the subject

matter, a special contribution to make, or a special problem with which
they need assistance. The success of the workshop depends on the quality
of the collective effort of the group. Workshop usually is conducted with
greater informality and with stronger emphasis on promoting good human
relations than are formal meetings.
Workshop tends to be fairly brief lasting six to eight weeks in one two-
hour sessions. Materials often are supplies at the workshop, although at
times the teachers bring their own supplies from their individual schools.
Outside preparation, which is shared with the participating members often
is required.

Enumerate the characteristics of a workshop?
➢ Types of Workshops
There are many different kinds of workshops, in an art workshop,
probably most of the time would be spent is actual participation, learning
the skills and techniques of art activities.
In Mathematics workshop, move emphasis would be placed on analyzing

and selecting appropriate learning experiences, devising instructional
technology material and methods of content presentation, and evaluating
current and new programmes. Workshops may supplement the
backgrounds of teachers and bring the educator up-to-date with respect to
advances in research in subject matter and in instructional techniques.
The supervisor must make provisions for the wide variance in teachers’
interest, needs and capacities when planning the workshop. He/she should
personally as teacher have qualities as a teacher, as a person, into the
subject matter of the workshop. Even though workshops are made
available through teacher’s requests, it is up to the supervisor to stimulate
interest in the interchange of new ideas, mutual problems and competent
solutions.
➢ Limitations of Workshops
The following are the limitations and dangers to workshop procedure.
• Too little preparation for the job at hand, little understanding of the
meaning of group interaction, and inadequate skill in group
techniques.
• A tendency to underestimate the potentials of the group,
individually and collectively.
• Inability to stimulate and challenge participants to critical thinking.
74
• Lack of personal qualities which would attract and hold the

confidence of associates, lack of tact and patience in dealing with
participants
• Lack of flexibility and too much domination.
• Insufficient sensitivity to individual needs; lack of concern for
setting up and maintaining a congenial climate, emotional,
physical and intellectual for the group.
• Contempt of inadequate attempts made by members to solve
problems.
• Lack of foresight, intuition and planning.
Pause, we may have endless limitations you may peradventures add your
own limitations to this. Let me give you more.
• Failure to plan for getting the workshop under way expeditiously.
• In ability to control aggressive participants etc.

List at least SEVEN limitations of workshops?
4.4 Conclusion
In the organization of the workshop, most staff have found it desirable to

plan a time for the total workshop group to meet together. This phase of
the programme, including presentations by special authorities and sharing
of the products of the work groups, give the groups a feeling of unity.
4.5 Summary
The workshop has certain definite characteristics. It is a place where

teachers go to work on their own problems of their school. The work is
based on the problems of the individuals enrolled. All participants in the
workshop follow individual programmes. A plan of operation, organized
to provide the types of experiences that will enable the members to fulfill
their own goals, is developed after the participants arrive. It is a flexible
plan. It may be changed many times during a workshop.
James, R.M. (1954). The workshops as an in-service education procedure.

Doctoral dissertation, Indiana University pp 67 – 68
Thomas, H.B. & Joseph, J. (1952). Improving instruction through

supervision. New York: The Macmillian Company pp 452.
75
• There must be an adequate planning

• Exposure of the organizer is very important
• Proper selection of partakers
• Outside consultation of the experts etc.

• A clearly defined purpose
• Well planned, organized and conducted
• Promoter of good human relation
• Availability of material needed.

• Poor preparation
• Under estimation of potentials
• Lack of flexibility
• Insufficient sensitivity to different needs
76
Unit 5 Measuring Teacher Performance
Unit Structure
5.1 Introduction
5.3 Measuring teacher performance
5.3.1 Basic Principles
5.3.2 Teacher Evaluation and Approval
5.3.3 Appraisal task functions of the supervising principal.
5.4 Conclusion
5.5 Summary
5.1 Introduction
Teachers’ performance can be measured based on their activities.

Teachers must employ the most effective instructional techniques for the
improvement of teaching and for this goal to be realized, those who
directed the efforts of others in the field of education continuously must
evaluate the effectiveness of teaching and must be aware of the results of
modern research and current, up-to-date, best practice that might present
implications concerning the methods and techniques of those whom they
supervise.
• State the basic principles.

• Explain the teacher evaluation and apprasial technique.
• Discuss the appraisal task functions of the supervising principal.
5.3 Measuring teacher performance
5.3.1 Basic Principles
The several supervisory techniques are not applicable to all teachers, nor
are they effective to the same degree. It is necessary for the supervisors to
be aware of all applicable techniques. The supervising principal has a
responsibility to prove leadership and to apply in practice the following
basic principles.
1. Teaching methods can be improved through adequate and
appropriate supervision.
2. All certificated personnel have degrees of responsibility for
77
improving classroom method and should function as a supervisory

team.
3. Supervisory personnel should practice effective democratic
methods in supervision if they expect teachers to use such methods
in the classroom.
4. Good supervision promotes methods that bring about a classroom
climate of satisfaction and accomplishment.
5. Supervision should provide help for individual teachers and a
general methodology improvement programme.
6. Supervision of methods should include pre planning, observation
and a follow-up conference.
7. Wise supervision should include freedom or teacher initiative in
classroom experimentation of methods.
8. Effective supervision provides for a cooperative programme of
continuous and improvement of all methods use.

State the basic principles of supervisory activities?
5.3.2 Teacher Evaluation and Approval
How the Principal Should Initiate the Evaluation Programme:

The principal should be able to identify good and poor teaching and able
to assist individuals in making their own evaluation of instruction. He/she
should be able to make positive recommendations for improvement or to
enlist the aid of those who can help. Through observation and
participation, the principal should keep in close touch with classroom
activities in order to be better able to help each individual.
The Principal and Teacher Appraisal

There are various types of teacher appraisal forms. Some of these forms
are based on the supervisory principals’ expectations that list, for the most
part, desirable qualities. Rating scales, observation forms, the predictive
appraisal of teacher training institutions, student opinion and other
diagnostic techniques are used.
An evaluation procedure should be used with teachers, rather than on

teachers. Evaluation must be viewed as a cooperative attempt to solve a
professional problem.
Discussion of the items on evaluation forms can serve as an effective

stimulus to desirable classroom results. An evaluation scale could be used
well by teachers for self-evaluation and subsequent conferences with the
supervising principal. Teachers must be encouraged to use whatever self-
appraisal techniques are suitable.
78
If teacher feel that the results of evaluation will be used against them, they
will be willing to reveal weakness and problems. They will be eager to
participate in evaluations that strengthen their own professional status.
A First Step in Teacher Appraisal

One of the first steps in teacher appraisal is to accept criteria for effective
teaching. Administrators and staff members should be responsible for
selecting these criteria via a cooperative process. In fact; cooperative
planning and joint effort is the key to any successful evaluation
programme. Evaluation should be purposeful.
Too often it is considered as an end in itself. True evaluation is for

improvement and growth through analysis of individuals strengthens and
weakness, and thus it should be the basis for guidance and constructive
criticism.

What are the purpose of teacher evaluation and appraisal?
5.3.3 Appraisal task functions of the supervising principal.
The following are the appraisal and improvement task functions of the
supervising principal:
• Evaluating the data related to the educational products interms of
the accepted goals of education and the objective of instruction.
a. Determining cooperatively critical analysis of goals.
b. Selecting the means of appraisal and applying them
c. Analyzing the data so as to discover strength and weakness in the
product.
• Conducting a critical analysis of the entire teaching learning
situation so as to determine the antecedents of satisfactory and
unsatisfactory student growth as reflected in observation behavioral
changes and operationally defined capabilities.
a. Studying the course of study and the curriculum in operation.
b. Studying the materials of instruction, the equipment and the socio-
physical environment of learning and development.
c. Studying the factors present in the learner, which may be
investigated?
Improving the entire teaching-learning situation
a) Improving the course of study and the curriculum-in-operation
b) Improving the materials of instruction, the equipment and the
socio-physical environment and development.
c) Improving those factors as may be present in the learner, which
may affect his development and achievement, which may be
attacked in the school situation.
79
Evaluating the objectives, methods and outcomes of supervision

a) Discovering and applying the techniques of evaluation.
b) Evaluating the results of given supervisory programmes including
the factors which may tend to limit the success of those
programmes.
c) Evaluating and improving the performance of all who compose the
supervisory team.
5.4 Conclusion
The plan of supervision for any school system will depend upon those
factors or school organization, teacher training and educational
objectives, which prevail in that system. These factors are dynamic rather
than static. It is therefore, to be expected that continuous modification
mist be made in the organizations charged with the responsibility for the
improvement of teaching, as well as in the techniques.
5.5 Summary
For a successful evaluation programme, the principal must accept

responsibility for acquainting the teachers with what is expected to them
and what appraisal techniques are being used. Teachers must think in
terms of the constructive concept of evaluation and must consider it a
source of help. The principal must avoid giving the impression that the
evaluation is the final verdict on the teacher’s work and worth.
Barr. A.S. et al (1968). Supervision. New York: Appleton and Company,

pp 3.
Edwin, H.R. (1963). Supervision in the Elementary School. Boston:

Houphton Mifflin Company pp 15
Enrest, O.M. (1969). Organization and Administration of supervision.

Chicago: Public school publishing company pp 37.
80
As listed in 5.3.1 read and re-call
• To increase their morale

• To enhance productivity
• To promote them
• To motivate them
• To measure performance against standard.
81
MODULE 4
Unit 1 Use of instructional media and library facilities

Unit 2 Building a community support programme
Unit 3 Professional responsibility of the supervisor
Unit 4 Evaluating a supervisory programme
Unit 5 The future of supervision
Unit 1 Use of Instructional Media and Library Facilities
Unit Structure
1.1 Introduction
1.3 Use of instructional media and library facilities
1.3.1 Basic How to evaluate and improve the instructional
media center
1.3.2 How to improve the use of instructional materials
1.3.3 How to improve library services
1.4 Conclusion
1.5 Summary
1.1 Introduction
We live in a world in which exponential expansion of knowledge and

scientific breakthroughs are commonplace. Each day our professors and
teachers are faced not only with the problem of transmitting the new
knowledge, but also with the awesome responsibility of guaranteeing that
the young people in their trust actually understand it all. The educational
problems are so complex, and the needs so intense, that we no longer dare
allow the teacher to work alone and unaided.
• Explain how to evaluate and improve the instructional media

center.
• State how to improve the use of instructional materials
• Discuss how to improve library services.
82
EDA 822 MODULE 4
1.3 Use of instructional media and library facilities
1.3.1 Basic How to evaluate and improve the instructional media

center
Many large school systems and colleges have an instructional technology

and media center or learning center or audio-visual center that provides
services to student, teachers and classrooms. In some very large schools
and colleges, an instructional media center has been developed in the
individual school unit. According to modern concepts of instructional
media like films, film-strips, audio tapes and discs, exhibits, slides,
specimens, objects, pictures, maps, blobs, charts, recordings, television,
teaching machines and others. One programmed study and its control
room, which is the heart of the instructional media center should be made
available.
In advanced countries, center for learning and instructional resources is a

true instructional systems center that combines a number of misprints and
standard traditional print media formats and includes staff and
instructional development; instructional systems development, electronic
information retrieval and distribution, personalized learning and other
facilities and laboratories as well as audio-visual instructional technology
functions.
Such centers originally were developed to support and accommodate the

self-contained classroom model. Their scope and instructional patterns
have evolved, resulting in a consortium of several specialties. With the
emphasis on instructional systems, the evaluation may well quicken in the
coming years.

Summaries in three sentences different ways to improve instructional
media center?
1.3.2 How to improve the use of instructional materials
The following practices lead to the improvement in the use of

instructional materials.
1. The supervisory principal should work continuously with teachers
in providing and improving instructional materials.
2. The teacher should continuously evaluate instructional materials in
the light of student programmes.
3. Consultant services should assist and instruct principals and
teachers in the correct use of special materials, audio-visual
equipment, and new devices.
83
4. The librarian should catalogue and provide care for all materials
stored in the library and serve as consultant regarding their
selection and use.
5. Purchases should be made inequality possible, either through the
system office or a central purchasing service in the intermediate
unit officer.
6. The supervisory principal should provide a work room where
teachers can construct and adapt their own instructional materials.
7. Free and inexpensive materials should be obtained from
commercial, civic and services organizations.

State at least five ways of improving instructional materials?
➢ How to Select Instructional Materials

The choice of materials and resources should be based on the purposes,
maturity, and background of the group. Too often books and other
materials for the classroom are selected based another students to be
taught. A particular book may appear to be “teachable” it may have an
attractive format, or the teacher may find that other teachers are using it.
Objective becomes empty statements when textbook selection is based on
such criteria.
1.3.3 How to improve library services
The need for good library services in a modern school is recognized by

effective principals. School that has superior library services usually seem
to have a superior educational programme. The nature and scope of
library service can serve a partial index to the character and quality of
curriculum and instruction In some schools it is quite impossible to keep
all accumulated materials. The central library may be the only place in the
school together all materials required by the instructional program. The
library serves as distribution center for books and for the materials of
instructional technology. In a big colleges and schools, instructional
technology centers and libraries may be combined in a larger instructional
media complex, each school could not afford professional; specialist, the
supervising principal must make sure that the proper types of teaching
must also be provided. The supervising principal also should help teachers
by giving them a list of available materials.

Discuss various ways of improving library services?
84
EDA 822 MODULE 4
1.4 Conclusion
There is need for the teachers to employ sophisticated technology so that

the student will be able to explore, learn, evaluate and master the
prodigious quantities of evolving knowledge. The paths, through which
these objectives can be realized may range from using a combination of
media for mass instruction to select media for small group and individual
instruction such as the reading center, computer assisted learning and
computer managed instruction, audio assisted learning, and other
individual response systems.
1.5 Summary
The selection and organization of materials and resources for instruction

are school wide problems that the entire staff should consider. Teachers,
principals and specialist – consultants cooperatively should establish
definite policies for selecting various instructional materials and
equipment and should enumerate thee steps to take in acquiring them.
There are no short cuts to the wise section of books, films and other
materials.
Ford, L.L. (1971). Audio-Visual programmes in action. Ann Arbor

Michigan Audio-Visual Association, rev ed. Pp 18 – 19
Lawerence, M.S. (1968). Computer Assisted Instruction. Detroit.

American Data Processing Inc. p 25
Markel, M.S. (1964). Good frames and Bad. New York: Johnn Wiley
and Sons, Inc p 275.
Minor, G.J. (1960). Curriculum Principles and Social Trends. New

York: The Macmillaan Company p 561.
85
• Availability of materials
• Well ventilated room to keep the materials
• Availability of specialist who will handle the materials
Read and recall from the above listed ways of improving instructional
materials.
• Availability of facilities
• Professional specialist should oversee the library
• Availability of spacious room etc.`
86
EDA 822 MODULE 4
Unit 2 Building a Community Support Programme
Unit Structure
2.1 Introduction
2.3 Building a community support programme
2.3.1 Principle Definitions and functions
2.3.2 Basic principles of community relations programme
2.3.3 Building a community relations program
2.3.4 Evaluation of the community relation programme
2.4 Conclusion
2.5 Summary
2.1 Introduction
Our society is so dynamic and there is need for a sophisticated way of

renewing the interest of the people to schools activities. To develop to the
highest potentials, the citizens in a community must cooperate by forming
a working partnership with the school personnel’s' in initiating
supervisory programme that strengthen the schools. The supervising
principal need to obtain an increased community support for
theeducationalprogrammeandfortheprogrammeofschoolsupervisioninpar
ticular
• Define community relations

• State the basic principles of community relations programme
• Enumerate steps in building a community relations programe
• Discuss the evaluation of the community relations programme
2.3 Building a community support programme
2.3.1 Principle Definitions and functions
A community relation is the unity and harmony of cooperation and

understanding between any group and the public it serves. Any
organization effected by the will of these public groups gives some
considerations to public attitude and understanding.
87
The community relations or public relations of any institution are the sum
total of all the impressions created by the institution and by the various
persons connected with it. A strong supervisory programme can exist only
when it has community support.
The substance of any programme for improved community relations is a

continuous dialogue with the public who are involved concerning the
achievement status, objectives and desires of the schools.
In essence, the entire community cooperation and understanding is sought

and the relationship of the supervisory principles with the community the
existence of any programme rather community relations should seek to
inform the public educational programme and plans concerning the
programme as they exist.
Public education is an area of public concern since the funds and students
are gotten from the public, the school then own public proper
accountability of its stewardship. In fact, community understanding is
very important where there is going to be a change in the school’s
educational programme due to a rapid technological change.

Define community relation and what is its importance?
2.3.2 Basic principles of community relations programme
The following basic principles apply to the tasks of planning, organizing,

implementing, evaluating and improving the supervision of the prgramme
for community relations.
The school is founded on the goodwill of people who support it. The main
purpose of the community relations programme must not be gaining
financial support for the schools.
The key to sustain community support of supervision is the instructional

program that is responsive to the changing needs of the community. In
planning a successful community relations programme, the principal must
be well acquainted with all aspects of the local community.
The principal knows that parents react to what they think the supervisory
programme is rather than to what is actually is.
In developing support for the supervisory programme, the teacher-

supervisor relationship is the facial point. The student is the key to
effective communication between he or she is the vital link between the
home and the school.
88
EDA 822 MODULE 4
The projection of a positive attitude by the school team is an in

dispensable factor in gaining support for the supervisory programme.

State at least five basic principles of community relations programme?
➢ The School as a Reflection of the Community

Each school is a mirror of the community. The school’s curriculum
reflects what the citizens’ desire for their children. If the citizens do not
participate in the school’s life, then the activities within its walks are static
and unchallenging. Community relations is such a harmony between any
groups and the public it’s served. The supervising principal enhances this
harmony by (i) informing (ii) rallying support (iii) developing an
awareness of the importance of education in a democracy (4) Developing
the partnership between parents and the school (5) integrating the
programe for community relations (6) evaluating the status of the
programme and (7) correcting existing misunderstandings.
If well planned, such a programme will be truthful, unselfish, intrinsic in

the instructional programme, positive, continuous, comprehensive,
interesting and sensitive the needs and desires of the school patrons.

Do you see a school as a reflection of community?
2.3.3 Building a community relations program
The major steps in the building of a community relation programme are

to follows.
• A competent person should be employed to organize and direct the
public relations work.
• The public relations director should be used in a counseling
capacity.
• The public involved should be located and defined.
• The needs of the school should be examined.
• All public relations activities should be coordinated.
• The efforts of the schools and the institutions of hig her education
should be coordinated.
• All possible sources of adequate funds and personnel should be
examined.
➢ Steps Taken to Create Awareness and Interest
To create am interest that eventually will lead to community participation
in educational activities; a supervising principal should proceed through
four basic steps.
89
1. The supervising principal should publicized and support the local

parents’ association.
2. The supervising principal should know the desires of the school
and community. He/She should form a joint parents–community
information committee. This joint group would represent better
home-school coordination; it would involve both professional
people and civic leaders contributing.
3. The supervising principal should utilize student help .Students
provide the community with living proof of the merit of the
educational programme.
4. The supervising principal should encourage attendance at board
meetings.
By introducing lay citizens to the benefits gained from attending school

board meetings, the supervising principal will have a group with greater
understanding of the many problems confronting the schools.
Once these four areas are explored, they should provide a breeding ground
for many new approaches aimed at inducing a high level of positive
citizen participation.
2.3.4 Evaluation of the community relation programme
The following set of criteria that may be employed to evaluate factors

influencing the community relations programme:
The governing board should develop and constantly improve the

educational programme, provide adequate personnel for staffing the
school program, provide and maintain a two adequate financial resources,
maintain a two way contact with the adult community and the schools and
choose the chief executive and work harmoniously with him.
Due deliberation should proceed and policy decision. Schools should

have an open board press policy.
Supervising principals must be wise listeners and confine answers to

questions to the stated board policy and professional levels.
Potential value of all local professional associations should be tapped.

Economical use of funds and assurance of value received are major
responsibilities.
2.4 Conclusion
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EDA 822 MODULE 4
The publics or members of the community are suspicious of new

instructional programmes. Most adults view education in terms of what
they experienced in their youth. An innovation may be considered frill,
and therefore unnecessary. The main goal of supervision is improving the
quality of education.
2.5 Summary
Information must be geared to the several publics that are the intended
receivers. This means that both the wording and the instruments used
must be aimed at reaching these public. Good publicity will not substitute
for poor public relations good public relation involves the ability to take
criticism, admit faults, and rectify short comings. The best road to travel
in community relations is one paved by the achievement of excellence in
the instructional program.
Emery Stopps et al (1979). Handbook of Educational Administration.

Boston: Allen and Bacon, INC; p 524
Howard, S. (1960). Handbook of public relations. New York: McGraw –

Hill Book Company, Inc p 739
Jeffeoson, N.E. (1969).The Teacher and School Administration. Boston:

Houghton Mafflin company. P 250
Robert, E. W. (1960). The modern school superintendent: His

principles and practices. New York: Harper and Brothers.
Pp.422.
91
A community relation is the unity and harmony of cooperation and

understanding between any group and public it serves. It is very important
to facilitate cordial relationship between the community and the school.
This is for your personal digestion, read them under Module 4, unit 2 sub
section 2.3,2 digest it and recall it.
The school is a mirror of the community activities are influenced bythe

structure of the community, hence community promotes cordial
relationship between the school and the citizens.
92
EDA 822 MODULE 4
Unit 3 Professional Responsibility of The Supervisor
Unit Structure
3.1 Introduction
3.3 Supervisory Professional responsibility of the supervisor
3.3.1 Requirements for Professional Status
3.3.2 Qualities of a profession
3.3.3 The Educator’s responsibilities
3.3.4 Ethics for the supervisor in handling personal matters
3.4 Conclusion
3.5 Summary
3.1 Introduction
The professional responsibilities call attention to the need for identifying

current practices and for defining the term professional. Theology, law
and medicine have been considered learned professions and in themselves
involve many educational activities. A true profession has a well-
defined body of established factual material that can be verified by
research.
• Discuss the requirements for professional status

• List the qualities of a profession
• Explain the educator’s responsibilities
• State the ethics for the supervisor in handling personnel matters.
3.3 Supervisory Professional responsibility of the supervisor
3.3.1 Requirements for Professional Status
Many professions have been found to undergo misuse of position, untrue

claims and practices and forays into the mystical. However, a good
profession can meet the tests of truth, serious research and scholarly
study.
Education recently as advance with active study and research hence, there
is sociological, psychological and physiological foundations of education
and educators have become increasingly articulate in writing for
publication.
93
The professional workers who follow a calling have engaged in a rigorous

progamme of preparation their preparation goes beyond the requirement
of the first academic degree. After meeting the minimum standards for
administration to practice of the profession, one continues to study. By
engaging in research, attending meetings and conventions where
colleagues present their research findings, and by other means, one
increases a grasp of the subject matter and enhances the quality of
practice.
The professional keeps abreast of developments in the field. The

physician, the attorney, or the engineer who does not read professional
journals or study important new book written by colleagues, will fall
behind and loss effectiveness, as well as patients or clients.
The professional person must accept responsibility for his/her decisions

even wrong ones and a professional that violates the ethical code is subject
to disciplinary action or even expulsion by the action of peers in the
profession.
The professional must be prepared to work independently, and should be

able to decide, inform judgment and how best to proceed in the always
complex and constantly changing situations in the classroom.

What are the requirements for professional status?
3.3.2 Qualities of a profession
The following may be considered as a set of criteria for determining

whether professional status has been earned, based on present qualities of
professionals. A profession possesses.
1. A craft that is comparatively conservative in practice

2. Requirements for extensive and intensive training
3. The maintenance of high standards for admission to the craft –
exclusiveness in selection.
4. A stick code of ethics
5. A high level of social status accompanied by a rate of
remuneration.
6. A program of research on both an organized and individual level.
7. The practical application of research within the craft.
8. Techniques that can be taught, but only with difficulty
9. Responsiveness and service to the public
10. Advanced training and certification
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EDA 822 MODULE 4

List at least SEVEN qualities of a profession?
➢ Professional Activities for the Supervisor Supervisory personnel

should exhibit:
1. An active interest and noticeable pride in being a member of the
profession.
2. A positive approach toward the status of the profession and the
gains made toward professional status.
3. A willingness to do the extra expected of the strongly motivated
individual
4. Interest in working with fellow educators and citizens to solve
educational problems and to plan for improvement and
evaluation.
5. Courage to speak out when a situation demands attention.
6. An image of the deep responsibility those in education bear to the
nation’s needs as well as to the need of each student.
3.3.3 The Educator’s responsibilities
➢ Responsibility1 –To Self.

Only when one has learned self-respect can one gain the respect of others.
Certain attitudes of the educator toward self and work have considerable
bearing on total professional efficiency .The educator must respect
him/herself and his/her own ideas without becoming dogmatic or
intolerant of the ideas of others.
➢ Responsibility2 –To Students

Students constitute an educator’s taking up a good share of the thinking
and effort throughout the tenure. Educator should employ all available
resources to provide leadership in developing the instructional program.
Merely having a dedicated attitude toward children is insufficient.
➢ Responsibility3–To the Members of Staff
The supervising principal who believes and practices the basic democratic
tenets in relations with teachers in the school finds it easier to stimulate
similar practices and attitudes in classroom teachers. Supervisory leaders
occasionally find if necessary, in order to protect the rights of individuals
or groups, to uphold principles, in order to protect the rights of individuals
and to uphold principles that may be unpopular in the community.
➢ In selecting and employing new personnel, he

1. Spares no effort to maintain and increase professional standards,
stylizing professional placement agencies to obtain property
qualified, full-time teachers and administration before employing
95
provisionally credentialed or part-time personnel

2. Provides opportunities to employees to make known their desires
for transfer or advancement and gives consideration to their
wishes.
3. Considers no position vacant and seeks no applicants for it before
the present employed has registered or has been notified that he
will not be re-employed.
4. Adheres strictly to adopted salary schedules in employing new
personnel.
5. Describes as accurately as possible the employment policies and
educational philosophy of the district, the salary schedule and the
grade level, subject areas, or other assignment for which the
candidates is being considered.
6. Make no offer of employment for a period of time concurrent to
that covered by a contract to another district unless that district has
first sent notice of its willingness to release the employee.

Enumerate the ethics for supervisor in handling personnel matters?
3.4 Conclusion
The principal of a school is an important member of a great profession.

This membership carries with it the obligation to carry out responsibilities
in a manner that will reflect credit on the entire profession.
3.5 Summary
Education will not be recognized as a mature profession as long as many

educators hold jobs rather than follow a calling, or as long as many
educators fail to keep abreast of developments in their field. When
educators themselves set the standard for admission to their rank, and
when they make the decision about who may be retrained and who is to
be expelled, then the profession will have come of age.
Henry, J.O. (1954). Elementary School Organisation and Administration.

New York: Appleton – Contury-crofts, Inc, p.20.
Rearis, W.C. et al (1953). Administering the Elementary School.

Englewood Cliffs, New Jesery: Prentice – Hall, Inc.
Stoops, E. & Russell, E.J. (1967). Elementary School Administration.

New York: Mcgraw- Hill Book Co.
96
EDA 822 MODULE 4
• He should possess minimum educational qualification

• He should keep abreast of developments in the field
• He should have responsibility etc.
Out of the ten listed qualities module 4 unit 3 sub unit 3.3.2, read and
recall seve
* Provision of opportunities to employees

* He should consider no position vacant
* He should adhere strictly to adopted salary schedules etc.
97
Unit 4 Evaluating a Supervisory Programme
Unit Structure
4.1 Introduction
4.3 Evaluating a supervisory programme
4.3.1 Principles for the Evaluations of Supervision
4.3.2 How to appraise supervisory Programme
4.3.3 Evidence of an effective Supervisory Programme
4.4 Conclusion
4.5 Summary
4.1 Introduction
An effective supervisor continuously seeks to narrow the gap between

what is and what might be in the supervisory programme.
• List the principles for the evaluation of supervision

• State how supervisory programme can be appraised
• Explain the evidence of an effective supervisory programme.
4.3 Evaluating a supervisory programme
4.3.1 The Principles for the Evaluations of Supervision
Supervising principles have suggested the following criteria for

evaluating a supervisory programme.
1. Supervisions must accept the principles that supervision is a
cooperative service activity and that its goal is to help teachers
perform more efficiently and more effectively.
2. Supervision must release the energies of the professional staff in
creative ways to solve both individual and common problems.
3. The evaluation of a supervisory programme should be a
fundamental part of the programme itself.
4. Evaluation is continuous and occurs at regular, frequent intervals.
5. The aim of evaluation is to improve supervision and, ultimately,
instruction for students.
6. A supervisory program should be evaluated in terms of its own
objectives and the instructional improvement that it achieves.
98
EDA 822 MODULE 4
7. Evaluation should encourage improvement of the school’s

organization for supervision.
8. The evaluation of a supervisory programme helps form
harmonious relationships between school staff members.
9. Statistical data gathering and interpretation form the basis of
supervisory evaluation.
10. Evaluation considers the total teaching-learning situation.

List at least SEVEN basic principles of supervisory evaluation
programme?
4.3.2 How to appraise supervisory Programme
The supervisory principal will not be satisfied to know merely the

adequacy of the product; rather, he/she will want feedback concerning the
status of the many conditions that limit or facilitate educational outcomes.
The feedback on the supervisory programme’s present conditions,

knowledge of status and effectiveness in terms of goals met are very
important. The feedback can help interpret the many kinds that the
principal might receive about the programme for supervision and its
objectives, such knowledge can lead to revision, innovation and
subsequent improvement, continuous evaluation, and further feedback,
which is so vitally important to educational supervision.
When the supervising principal asks question of opinion concerning the

supervisory programme, every effort should be made to formulate
wording that will not invoke bias in the respondents to record general
remarks on special points. These remarks should direct attention to facts
that are relevant to the problem at hand, but that were not included in the
list of questions.

Summarise in two sentences how to appraise supervisory programme?
4.3.3 Evidence of an effective Supervisory Programme
The following are the evidence of an effective supervisory programme:

1. Increased understanding of the nature of the student
2. Increased knowledge of skills and techniques of directing,
improving measuring and recording the intellectual and social
growth of the student.
3. Increased knowledge and skills in planning and adapting learning
materials and activities to individual abilities and interest
99
4. Increased knowledge in the subject matter fields.

5. Understanding the skill in the use of“ newer |classroom procedures
and devices of worth
6. Knowledge of modern concepts dealing with the problems of
discipline and control.
7. Increased understanding and skill in counseling young people
8. Constructing a curriculum related to local, state and national needs
pertaining to present and future needs of the students.
9. Establishing better relationships with students, professional
colleagues and members of the community.
10. Developing greater interest in reading, in research and in
professional writing.
A general survey of supervisory organization and administration by

outside consultants should be completed occasionally. A committee
composed of local staff members should be appointed and asked to
evaluate the supervision programme.

Explain the evidence of an effective supervisory programme?
4.4 Conclusion
The supervisory principal should determine if goals have been met and
whether or not the goals were desirable in the first place. He /she should
examine the validity of the instruments or records use to conduct the
evaluation. All results must be recorded and, if the evaluation is to be
worthwhile, it should result in some sort of action.
Evaluation is affected by how orderly and systematically it proceeds.

Evaluation is affected by the error of the estimates of the cost of each
alternative as well as the potential utility of each alternative. Evaluation
depends on the risk and uncertainty of each prospective outcome.
4.5 Summary
Good supervision is based on a belief in democracy and uses the scientific

method, continuously improving and evaluating its products and
processes. It proceeds by means of an orderly, cooperatively planned and
executed series of activities and is judged by its results. Effective
supervision requires, then a sound knowledge of decision making and
problem solving techniques, since it seeks to evaluate (1) personnel, (2)
procedures and (3) outcomes.
100
EDA 822 MODULE 4
Bernard, M.B. (1965). Organizational psychology. Bostom: Allyn and

Bacon, Inc. p75
Crosby, M. (1957). Supervision as co-operative action. New York:

Appleton –century crofts.
Dayton, B. (1957). “How principals can improve instruction” American

Schoolboard Journal CXXXII pp.37 – 39
Sam, H.M. (1950). How good is your supervisory program. St.

Augustine, Florida: State Department of Education.
• Evaluation should be part of programme

• Evaluation should be occurring continuously
• Evaluation should encourage improvement etc.
* Through the measurement of its objectives and through a feedback.
• It should have been able to establish better relationships with

students, professional colleagues and members of the community.
• It should increase knowledge in the subject matter fields etc.
101
Unit 5 The Future of Supervision
Unit Structure
5.1 Introduction
5.3 The future of supervision
5.3.1 Factors producing changes
5.3.2 New directions in educational supervision
5.4 Conclusion
5.5 Summary
5.1 Introduction
The supervisor of today need to know about supervisory practices of the

future he/she will know how his/her role changes and what issues will
he/she confront? And what emerging trends will he/she encounter.
• Explain factors that produce changes

• Discuss the new Directions in Educational Supervision.
5.3 The future of supervision
5.3.1 Factors producing changes
There are many factors that will affect supervision in the future. Some of
these factors will be discussed below:
➢ Population/Migration Factors.
Our population expanded, people who could afford to leave the city
moved into the suburbs. Over production on the farm resulting from the
use of machinery and improved agricultural procedures made it necessary
for the younger generation to leave the farm and move to the city and
suburbs to seek other employment.
The population changes and their consequences of personnel staffing,

physical facilities and class size, Population mobility usually means a
high rate of teacher and pupil turnover.
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EDA 822 MODULE 4
➢ Technology
Recently machines have taken over some tasks formerly done by human
beings if schools will accept the challenges, the machine can be made to
serve people. If is safe to predict that advancing technology will affect
supervision in a number of ways, not only will the content of the
curriculum be changed, but the purposes, programme, techniques,
procedures and the entire scope of education also will be affected. Data-
processing equipment already is a valuable aid in curriculum revision and
in the learning process itself.
➢ Increased Leisure Time

As people have more free-time, they must be equipped to engage in a wide
variety of worthwhile leisure time activities The supervisor must start
planning to full this real void in the curricula.
➢ Scientific Discovery and Invention

Devices and machine have been invented to amuse people and to perform
many unpleasant or difficult tasks. The atom has been harnessed and the
mysteries of the universe are now being fathom just as the discoveries of
science are revolutionizing other areas of living, they will continue to
affect supervision. Through the use of new building materials, improved
lighting, cur-conditioning and acoustical treatment, the learning
environment of students will be greatly improved.

Explain briefly factors that are producing changes?
5.3.2 New directions in educational supervision
As knowledge accelerates, new disciplines are developed and new roles

and responsibilities emerge for the school and the teacher. An example is
the emergence of educational psychology as a field of study. The impact
of educational psychology on the schools has resulted in a wider variety
of roles being required of school personnel.
Supervisory practices will reflect this development. Teachers will need

new insights and skills in process if they are to be effective in moving
children from school into a complex dynamic society. Educational
supervision will address issues such as inner city be developed in order to
effect more dynamic and effective working relationships in the classroom
and community. Any, social forces impinging on the classroom, dynamic
in-service education experiences will relate to increasing diverse topics,
including areas such as housing ,zoning employment, leisure-time
activities, health, stress, innovation and economic planning.
➢ Changing structure of the school

103
As the school continues to be pushed into cooperation and collaboration

with increasing powerful governmental agencies, influential business
forces, and a multifaceted society going in many directions at once, the
structure of the school will adjust, adapt, and ultimately change. The
school is being forced to innovate, evaluate and innovate again. These
processes will tend to have increasingly greater impacts on all aspect of
supervision.
With innovation and extended roles, new specialists will be needed.

Teachers will continue to by re-educate for positions in areas such as
instructional technology, reading instructions, systems development etc.
A proliferation of roles and tasks will result in increased development of
the school hierarchy. More supervisory specialists will be needed to
manage and supervise departments and to coordinate, evaluate and direct
programmes for change and changing programmes. A more complex
school organization will cause supervision to become more specialized
and specific, and perhaps, more polarized as departments compete for
status and finding.

What are the effects of changing the structure of the school?
5.4 Conclusion
Supervisory programmes must be geared to help teachers acquire know–

how on helping children to become independent learners. Supervisors
must become even more creative and imaginative in developing
instructional materials and procedures for the many city young stars
who now receives a substandard education.
It is unrealistic to expect to meet their needs by subjecting them to the

same educational fare served in most of today’s classrooms
5.5 Summary
Developments in the field of instructional technology will greatly increase

the repertoire of teaching and learning aids communication satellites will
bring history to the classroom as it is being made anyplace on the earth
and from outer space as well.
The new techniques and methods of teaching mean that teachers and
supervisors must change their ways of thinking. New teachers must be
trained differently by the schools adopt the new ideas presented in the
book. They must change their methods and patterns of organizing and
thinking. Articulation of the elementary school with the secondary school
and college is important if the advantages of new techniques of teaching
104
EDA 822 MODULE 4
are to be successful.
Elizabeth, A.D. (1974). “Staff development: whose job is it?

Educational leadership, pp 137 140.
Jack, C. et al (1973). Social Science Content for Preparing Educational

Leaders. Culombus, Ohio: Charles E. Merrill publishing co.
Roalad, F.C. et al (1975). The organization and control of

American Schools. Colombus, Ohio: Charles E Merrilla, pp 406
407
Robert, A.L. (1976). “Collective Bargaining and in-service education”

ph Delta Kapan pp 468 – 469

• Population
• Technology
• Increased Leisure Time
• Scientific Discovery etc.

• New innovation
• New appointment
• New focuses etc.
105

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COURSE

Course Team Dr. Mobolaji Ogunsanya

NATIONAL OPEN UNIVERSITY OF NIGERIA

© 2022 by NOUN Press

First Printed 2006

This will be achieved by aiming to:

1. Introduce students to the basic principles of supervision

To achieve these aims, the course has overall objectives being

Bye and large the following pertinent objectives should be achieved at

1) Explain the various meaning of supervision.

4) Explain how the potential can be released

WORKING THROUGH THIS COURSE

Each unit consists of introduction, learning outcome, contents,

There are three assignments in this course, which will be submitted as at

FINAL EXAMINATION AND GRADING

COURSE MARKING SCHEME

The following table shows the breaking down of the marks.

HOW TO GET THE MOST FROM THIS COURSE

The course guide serves as substitute for University lecture under a

Each unit follows a common format. The first item is an introduction

Tutor/computer – marked assignment questions are interspersed

a) Read the course guide thoroughly

TUTOR AND TUTORIALS

There are 20 hours of tutorials (twenty 1 hour sessions) provided in

Do not hesitate to contact your tutor by telephone, e-mail or discussion

Unit 1 The Concept of Instructional Supervision……….. 1

Unit 1 Supervision is communication……………………. 29

Unit 1 Organizing the supervisory visits…………………. 55

Unit 1 Use of instructional media and library facilities….. 82

Unit 1 The Concept of Instructional Supervision

Unit 1 The Concept of Instructional Supervision

The concept of supervision has been given different meanings at

1.2 Learning Outcomes

By the end of this unit, you will be able to:

• Define the concept of supervision

1.3 Concept of Instructional Supervision

1.3.1 Definition of supervision

The concept, supervision is often referred to as instructional supervision

Very often too, supervision is used interchangeably with inspection or

SELF ASSESSMENT EXERCISE 1

What is supervision? Is there any difference between supervision and

1.3.2 The Meaning of Supervision

Supervision seems to mean different things to different people. The

The evolution was influenced by certain forces and changes, which

Hence, to a teacher or a subordinate who is being supervised,

system with a number of interacting sub- systems. These sub-systems

Supervision is a professional, continuous and cooperative exercise that

1.3.3 The Principles of Supervision

There are a number of general principles, which guide the practice of

• There should be short-term, medium-term and long

SELF ASSESSMENT EXERCISE 2

State ten of the principles of supervision

This unit provides a basic knowledge of the definition, meaning and

Supervision and inspection are words that are sometimes used

1.6 References/Further Reading

John, T.L. (1977). A perspective for viewing instructional supervisory

1.7 Possible Answers to Self-Assessment Exercises

SELF ASSESSMENT EXERCISE 1

Supervision is an assistance or hand of help given to a professional

SELF ASSESSMENT EXERCISE 2