In-Service Education of

Teachers
The Need for In-Service Education
a legal requirement and an ethical mandate for
teachers, supervisors & administrators.
Section 370 of the Revised Service Manual states
that
Division
Superintendents,
district
supervisors and principals are expected to plan
for the improvement of teachers in-service.

In-Service Education of
Teachers
Article IV, Section 3 of the Code of Professional
Ethics states that all teachers and school officials
should strive to broaden cultural outlook and
deepen professional interests.
It is an administrative and supervisory function.
it is an integral part of educational planning.

In-Service Education of
Teachers
Its purposes are:
(a)
promote continuous
improvement of professional staff in school system,
(b) specifically a big help for new teachers, (c)
keep professional abreast of new knowledge, (d)
eliminate background deficiencies.

ude of Some Teachers toward In-Service Education

Many teachers believe that they are
already prepared to teach after graduating
college which is not sufficient reason.

iding Principles of In-Service Education

Must have progress in the art of teaching.

Must think that a teacher grows professionally.
Must be well-motivated for in-service education.

Must have desire to meet responsibilities of a teache

Must utilize democratic principles of in-service
education.

Role of the Teacher, Supervisor &

Administrator in
In-Service Education
Teacher should realize his professional growth.
Principal must stimulate morale, enthusiasm,
and desire of his personnel to grow.
Principal must accept his responsibilities for
self-improvement.
Principal identifies school problems and
should plan cooperatively with his teachers.

Role of the Teacher, Supervisor &

Administrator in
In-Service Education
Supervisor is responsible for active
participation in leadership at the level he
serves.
Supervisor is responsible to discover and
develop leadership among teachers.
Supervisor is responsible in making supervisory
unit a functional part of in-service education.

Role of the Teacher, Supervisor &

Administrator in
In-Service Education
Administrator is responsible for democratic
and intelligent leadership within his school.
Administrator leads study of educational needs
of his school.
Administrator encourages teachers growth by
professional readings, study, travel, and
participation in survey and research.

Devices Used In Improving

Teachers
In-Service Education

1. Demonstration Teaching

In dictionary of Education means as teaching

activities by skilled teachers for the purpose of
illustrating materials, procedures/techniques in
connection with pre-service or in-service
education of teachers.

 Its purpose is to show observers how to do it.

Should show observers correctly the
teaching acts, methods/procedures,
techniques and devices.
For administration meeting, faculty
room/office of the principal.

2. Teachers/Faculty Meeting
Acquaints the staff with school routine.
Used for discussions on professional
matters of current importance to the
school.
Should result in solving problems if there are.

Place & Frequency of Teachers

Meeting
For demonstration purposes,
classroom is the most satisfactory
place.
For administration meeting, faculty
room/office of the principal.
The meeting should rarely exceed one hour.

Kinds of Teachers
Meetings
Social Meetingrecreational
affair which serves to develop
mutual understanding and
friendliness among the
teaching force.

Kinds of Teachers
Meetings
Administrative Meetingtalks
about school organization,
routine matters, phases of
public relation and pupil
accounting.

Kinds of Teachers
Meetings

Supervisory Meetingtalks
about teaching and learning
situation.

Planning the Teachers Meetings

Should be analogous to good
teaching plans and considers the
following:
1.Meeting must be planned definitely and purposefully.
2.Time and place should be based on the nature
and purpose.
3.Aims/purposes should be stated.

4. Procedures must be stated.

5. Criteria to evaluate the effectiveness of the
procedure must be stated.
6.Summary/Outline of each meeting must be made
and kept in file for future reference.
7.Provide teachers participation.
8.Participants must have control over necessary
techniques.
9.Topics should be chosen democratically.
10.Results of the meeting must be summarized.

3.Individual/Group Conference
Conference should follow teaching as soon as possible.
Should supply valuable means of getting and
giving individualized/group assistance.
Calls for democratic leadership and considers the
following:
1. Conference should be well-planned to
inspire, to instruct, and to develop critical
self-analysis of classroom problems.

2. Should be definite, business-like yet

friendly to a high degree.
3. Should not be put under time
pressure.
4. Should inspire teachers with
renewed interest and enthusiasm.
5. Results should be carefully summarized.

4.Intervisitation
gives teachers time to visit and
observe schools or classes other
than their own.
emphasizes number of good ways
to use similar subject-matter to be
adopted of the learning situations
which he works.
travel allowances are essential.

5.Bulletins
economical device used to communicate
with the teachers without calling a
meeting.
contribute to the solutions of common
difficulties of teachers in the field.
unify teachers work raising teaching
standards and levels of achievements.
transmits to teachers on administrative
policies and supervisory helps.

Types of Bulletins
1. Administrative Bulletinsprovides
instructions to teachers on matter of
the school, appraisal of school work
and school organization.
2.Supervisory Bulletinsconvey
teachers instructions on educational
methods and techniques. These are
used to raise teaching standards and
levels of achievement.

6.Workshop
refers to group of people working
together on their own problems
which may be either vocational or
character.
academic
stimulatesin
members
to new ventures
in developing social traits and
democratic processes toward
improvement of educational
procedures and techniques with the

1. Attendance is voluntary.
2. Participants work only on problems they wish to
work on.
3. Planning of schedule and activities is done by
members.
4.The staffs work in the capacity of guides and
consultants.
5.Held at a spot away from school.
6. No requirements other than those decided upon by
the group.
7. Divided among meetings of the whole group.

Advantages of a Workshop
1. Concerned with the felt needs and problems of
participants.
2. Develop individually, socially, emotionally
and professionally.
3. Provides opportunity for participants to make
constructive contribution on the educational
frontier.
4. Provides means of supplying more
practical assistance to field workers.

Advantages of a Workshop

5. Provides easy access to competent assistance.

6. Provides democratic large group-individual
attach upon educational problems.
7. Furnishes stimulus to continue professional
growth in-service.

. Materials in workshops are useful in school situation