Theoretical Framework

EMPOWERING TEACHERS
THROUGH MONITORING &

INSTRUCTIONAL SUPERVISION
MARCH 23-24, 2023

PLAZA MARIA LUISA SUITES INN
Topic: MIS FRAMEWORK
Resource Person: Lady Elgin B. Abundo

Terminal Objective:
At the end of the session, the participants should

demonstrate a deep understanding of the framework of the
Manual of Instructional Supervision
At the end of the session, the participants shall be
able to:
• share insights on the laws, theories, and Deped
Policies governing instructional supervision;
• create a quote rationalizing the importance of
instructional supervision;
• engage in deep discussions and collaborative
tasks; and
• express commitment and support in the
utilization of MIS.
Governance and Basic Education Act
of 2001 (RA 9155)
• establishes authority, accountability, and
responsibility in all governance levels, for
achieving higher learning outcomes
• principle of shared governance
• school heads have the authority,
responsibility, and accountability for
promoting quality teaching and learning.
DO 24, s. 2020
• articulated the professional practice
expected of a quality school
• upheld that quality student learning is
contingent upon quality teachers, who
are supported by quality school leaders,
as teachers alone cannot bring about
sizeable changes.
DO 42, s. 2017
• recognized the crucial role of teachers in
developing holistic learners, and that
good teachers are vital to raising
student achievement.
• stated the crucial roles of master
teachers (highly proficient teachers) in
coaching and mentoring their co-
teachers to improve instruction.
DO 25 s. 2020
• supervisors’ key role in upgrading
education quality
• improvement of teacher and school head
quality through creating an enabling and
supportive environment by providing
technical assistance to principals.
DO 25 s. 2020
• Schools and learning centers are the core
of the delivery of quality basic education
to all learners.
• To ensure the quality of learning delivery,
teachers need to be properly guided and
motivated to seek out new opportunities.
Instructional supervision is one of the
most significant roles of instructional
leaders. It is a complex process that
involves working with teachers and other
educators in a collegial, collaborative
relationship to enhance the quality of
teaching and learning within schools.
(Beach and Reinhartz, 2000).
Instructional Supervision is
contextual.
• Directive Supervision
• Collaborative Supervision
• Non- directive supervision
Directive supervision is an intensive
and informational approach of
instructional supervision used to teachers
whose pedagogical competence,
conceptual thinking, and work-related
commitments need enhancement.
Collaborative supervision is
generative and relational, through which
teachers create their own answers, and
experience freedom and self-competence.
In this approach, the instructional
supervisor and teacher exchange ideas
and agree upon a course of action.
Non-directive supervision is an
approach to supervision where teachers
come up with their own solutions to
teaching problems and have the freedom to
express and clarify their ideas.
Instructional supervisors may be external
or internal to schools and CLCs.
External instructional supervisors
provide technical assistance, monitor and
evaluate, and utilize data gathered as
basis for policy formulation.
Internal instructional supervisors
• provide instructional supervision to all
teachers
• respond to the instructional needs and
deficiencies of teachers
• serve as a bridge that supports and
sustains efforts, leading to achieving
teachers’ personal and professional
objectives
Monitoring and Evaluation
and Feedback Giving
Instructional Supervision serves
• as a mechanism to evaluate and validate
teachers’ performance of the expected
professional competence,
• way of monitoring how teachers deliver
instruction, perform pedagogies, and
provide intervention in their respective
classes.
• basis for modification of interventions and
assessing the quality of activities being
conducted.
• demonstrate that program efforts had a
measurable impact on expected outcomes
and have been implemented effectively.
Instructional Supervision
provides an effective feedback mechanism
to improve teaching and learning
performances.
When the teacher manifests improvement,
and evaluation results are remarkable,
they shall now in transition for the next
level of learning development which can be
a change of supervisory approach,
involvement in a learning circle, and other
form of instructional support.
How important is the
Manual of Instructional
Supervision?
Tag Line
A tagline that defines the importance of
MIS, and that would really solidify in the
mind of the IS in the field.
“Just do it.”
Thank you.

Theoretical Framework

Uploaded by

Copyright:

Available Formats

Theoretical Framework

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Theoretical Framework

Uploaded by

Copyright:

Available Formats

EMPOWERING TEACHERS

THROUGH MONITORING &

MARCH 23-24, 2023

Resource Person: Lady Elgin B. Abundo

At the end of the session, the participants should

You might also like