SUPERVISION OF INSTRUCTION

 Performance Measurement
Process
 Measuring Performance
Outputs
 Importance of Performance
Feedback
• People seek feedback about their
performance because it helps them
to evaluate their performance and
development
• Because of uncertainty, teachers
seek to standardize activity and
relationships; hence, performance
feedback is necessary
• Performance outputs enables
teachers and supervisors to
identify problems and areas of
development
Supervision of Instruction
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Supervision of Instruction
 Measuring Teacher
Performance
• Teacher behaviors are
associated with
effective teaching
• Teachers play
instrumental and
expressive roles
inside the classroom

Supervision of Instruction
 Instrumental Dimension of Effective
Teacher Behavior
• Direct Instruction refers to
academically focused, teacher-
directed classrooms using
sequenced and structured
materials
• It further refers to teaching
activities where goals are clear
to students, time is allocated
sufficiently and continuously
coverage of content is extensive
Supervision of Instruction
 Components of Direct Instruction
• Academic focus – the time spent on activity
directly related to academic activities
• Direction of activities – the teacher’s role as a
strong leader who directs student activity
• Grouping of students for learning – the variety of
configurations of students that may be used in a
classroom situation

Supervision of Instruction
 Components of Direct
Instruction
• Verbal interaction – the
ability of the teacher to
construct questions related
to the content coverage
• Major classroom activities
– the on-task time spent by
the teacher in facilitating
seatwork and diagnostic
tests
Supervision of Instruction
 Expressive Dimension of Effective
Teacher Behavior
• Concerned with the teacher’s
mobilization to achieve the task
• A teacher’s animated,
enthusiastic, stimulating,
energetic, and mobile behavior is
directly related to student
achievement
• Frequency of eye contact, voice
fluctuation, movement, and gesture
are also
Supervision of found to be directly
Instruction
related to student achievement
 Expressive Dimension of Effective
Teacher Behavior
• “Successful teachers tend to
behave approvingly,
acceptantly, and supportively.
They tend to speak well of
their own pupils in general,
and people in general. They
tend to like and trust rather
than fear other people of all
kinds.”- Book: Can Science
contribute to the Art of
Supervision of Instruction
Teaching?
 Measuring Academic Focus
• One indicator is to monitor what the teacher is
doing every minute of the class period; ideally,
65% of the time should be dedicated to coursework
and the remaining time should be for housekeeping
and keeping things in order
• The supervisor can also record the teacher’s
behavior at short intervals
• The supervisor can also monitor students’ behavior
especially in cases of small classes

Supervision of Instruction
 Measuring Direction of Activities
• The supervisor clocks in the percentage of
available time that the teacher spends in
addressing and questions the students regarding the
content coverage
• The supervisor utilizes the seating chart in
identifying the students who that teacher addressed
an interaction to; likewise, identifying the
student who placed an interaction with the teacher
• The supervisor monitors how long transition
activities take

Supervision of Instruction
 Measuring Grouping Students
for Learning
• The supervisor records the
amount of time that
students work alone
• Too much time spent
working alone is
negatively related to
learning, particularly in
younger learner

Supervision of Instruction
 Measuring Verbal Interaction
• One good measure that
supervisors could use is the
Flanders Interaction
Analysis System
• Another technique involves
the supervisor doing a
verbatim recording of the
questions that the teacher
asks during a lesson or
lesson segment – checking on
the appropriateness to the
topic of Instruction
Supervision
 Measuring Major Classroom
Activity
• The supervisor monitors
if the teacher finds
balance of classroom
activity that is most
effective for a
particular class or
grade level

Supervision of Instruction
 Measuring Teacher Enthusiasm
• The supervisor could look for the following
indicators. The teacher:
• Requests for • Is a rapid speaker
interpretation
• Moves about in the
• Requests for opinions classroom
• Requests for facts • Asks varied questions
• Praises frequently • Makes eye contact
• Makes gestures • Raises and lowers vocal
inflection

Supervision of Instruction
 Measuring Teacher Warmth
• The supervisor could look for the following
indicators. The teacher:
• Accepts and clarifies • Believes most pupils
the feeling tone of the possess productive
students in a non- imagination
threatening manner
• Believes most pupils are
• Praises and encourages resourceful
student action or
• Believes students can
behavior
behave themselves
• Jokes to release tension without constant
supervision
• Turns minor disciplinary
actions into jokes
Supervision of Instruction