Educational Supervison: Theories and Practices

vi + 74 hlm.; 148 x 210 mm

ISBN 978-602-451-614-7

Cetakan: Pertama, Desember 2019

Penulis : Tini Mogea

Editor Penerbit : Tim Desolu
Desain Sampul/isi : Tim Desolu

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 Preface

This book is designed and developed to support

the Educational Supervision: Theories and Practices.
It provides learning resources and teaching ideas for
the development and implementation in Educational
Program. The rationale behind the package is that
students will have knowledge and opportunities to
enrich their Educational Supervision: Theories and
Practices experience and extend range of supervision
abilities through exploring some example of theories and
practices in Educational Supervision.
Educational supervision is one of the important part
of Education. Educational supervision is a term used
to identify the work duties of administrative workers
in education. Educational supervisors make sure the
educational institution operates efficiently and within
the legal requirements and rules. The purpose of this
field is to make sure teachers and other faculty members
are doing what they’re supposed to be doing and that

iii
 iv Educational Supervison: Theories and Practices Tini Mogea

students are receiving the best education possible.

Hope­fully through this book it can be a beneficial for
readers specially to learn and explore about educational
supervision.

Manado, November 2019
Writer,

Tini Mogea
 Contents

Preface............................................................................................................... iii

CHAPTER I Meaning and Scope of Supervision........ 1

1.1 Definition of Supervision. ....................................... 1
1.2 Academic Supervision............................................... 6

CHAPTER II Educational Institution and

Academic Supervision........................................................................ 9
2.1 Educational Institution ............................................. 9
2.2 Function of Academic Supervision................. 14
2.3 Principles of Academic Supervision.............. 19
2.4 Dimensions of Academic Supervision ........ 23

CHAPTER III Approach in Academic Supervision. . 27

3.1 Activity in Academic Supervision................... 27
3.2 Approach in Academic Supervision.............. 32

v
 vi Educational Supervison: Theories and Practices Tini Mogea

CHAPTER IV Roles and Responsibilities.......................... 43

4.1 Assessing Learning Needs. .................................... 43
4.2 Identifying Teaching Activities. ......................... 46

CHAPTER V Practrices of Supervision............................... 51

5.1 Background of Supervision................................... 51
5.2 Profile of Organization.............................................. 54
5.3 Evaluation............................................................................. 59

Bibliography . ............................................................................................. 65
 CHAPTER I

Meaning and Scope of

Supervision

1.1 Definition of Supervision

Meaning of Supervision According to Oliva
(1999), supervision is a means of equipment to provide
special assistance for teachers in improving learning.
Supervision is a means of offering specialized teachers
in improving instruction. Meanwhile, according to Wiles
Kimball., Supervision (supervision) is an aid to improve
curriculum and learning towards improving the qua­
lity of student learning to improve curriculum and
instruction in order to improve the quality of learning of
students.
Another expert from the United States named
Boardma et.al. in a book written by Sutisna, Oteng. 1989.
(1989) provides a limited understanding of supervision

1
 2 Educational Supervison: Theories and Practices Tini Mogea

with fairly complete aspects. The completeness of these

limits is as follows: “Supervision of instruction in the
effort to stimulate, coordinate and guide the continued
growth of the teacher in the school, both individually
and selectively, in better understanding and more
effective performance at all functions of the intructions
so that may be better able to stimulate and guide the
continued growth of every pupil towards the richest and
most intelligent participation and modern democratic
society “
With these limitations of understanding it can be
concluded that with intensive supervision to the teacher,
students will indirectly be affected by the impact that
will be elevated in their learning achievements. In the
quote explained that supervision aims to help teachers
understand the educational goals and what the role of
schools in achieving these goals. In addition, supervision
also helps teachers see more clearly in understanding
the circumstances and needs of their students. This is
important because the teacher must be able to meet
the needs of students as far as possible. Likewise, the
assistance is given to teachers to be able to identify
individual student difficulties so that they can plan
learning more quickly, through an analysis of the needs
and conditions of students.
Meaning And Scope Of Supervision 3

Fugure 1. Formal and informal supervision (Wonnacott J., 2014)

Here are some expert opinions as well as from the

dictionary about the meaning and function of super­
vision as follows:
1. Marriam-Webster (1828). Defines supervision as
the action, process, or occupation of supervising,
especially: a critical waching and directing (as of
activities or course of action). A closer axamination
of the word “direct” revealed the following defi­
nition to regulate the activities or courses of to
carry out the organizing, energizing, supervising,
 4 Educational Supervison: Theories and Practices Tini Mogea

determining the course of the train and lead

performances, all describing supervision in an
educational setting, supervision as a leadership
role in which the supervisor diagnoses teacher
performance needs and then guides, directs, assists,
suggests, supports, and consults with the teacher.
2. Goldhammer R., Anderson R. H., and Krajeski
R. J. (1980). Supervision is supportive of teacher
growth: supervision is the task assigned to certain
employees, whether in a line or staff relationship
to classroom teachers (or counselor), to stimulate
staff growth and development, to influence teacher
behavior in the classroom (or counseling center) ,
and to foster the selection, development, use, and
evaluation of good instructional approaches and
materials.

Understanding instructional supervision, namely: one of

the subsystems of supervision as identified by the eye,
Netzer and Krey (1971) cited in Peretomode, V.F. 2004.
While the understanding of involving programs is:
1. Goldhammer R., Anderson R. H., and Krajeski R.
J. (1980). those activities are engaged in by school
personnel for the improving of instruction through
changing of teacher behavior.
2. Hoy W. K. and Forsyth P. B. (1986). Instructional
supervision any set of activities planned to improve
teaching, at its heart it involves a cycle of systematic
Meaning And Scope Of Supervision 5

planning, observation, and analysis of teaching-

learning process.

Understanding the purpose of supervision, among

others, namely:
1. Tanner, D., & Tanner, L. N. (1980). people and
program supervision merge for the purpose of
improving the education provided by schools for
children.
2. Supervision’s purpose is to promote growth deve­
lopment, interaction, fault-free problem solving,
and commitment to build capacity in teachers.
3. Supervisory function as follows: 1) The impro­
vement of the teaching act, 2) The improvement of
teachers in service, 3) The selection and organization
of subject-matter, 4) Testing and measuring, 5) The
rating of teachers. While Oliva itself divides the
supervision function into three, namely: 1) staff
development, 2) curriculum development and 3)
improvement of teaching (instructional develop­
ment).

Academic supervision is supervision that empha­

sizes his observations on academic problems, which
are directly within the scope of learning activities
undertaken by the teacher to help students when they
are in the learning process. Academic supervision is
the duty of the principal and the task of the school
 6 Educational Supervison: Theories and Practices Tini Mogea

supervisor. The essence concerns the task of the principal

or supervisor to foster teachers in improving the quality
of learning, so that it can ultimately improve student
learning achievement. Academic supervision focuses
on the observation of academic activities, in the form of
learning both inside and outside the classroom.

1.2 Academic Supervision

Academic supervision is supervision that empha­
sizes observations on academic problems, which are
directly within the scope of learni g activities undertaken
by the teacher to help studnets when they are in the
learning process. Academic supervision is the duty of
the principal and the task of the school supervisor.
The essence concerms the task of the principal or
supervisor to foster teachers in improving the quality
of learning, so that it can ultimately improve students
learning achievement. Academic supervision focuses
on the observatuon of academic activities, in the form of
learning bothe inside and outside the classroon.
Satori ponted out that the term acadmic supervision
refers to the school system that has the primary mission
of improving and improving academic quaity, because
“In supervision there is no mention of ‘academic
supervision’, but what is meant is ‘instructional super­
visiom’ or “educational supervision
Meaning And Scope Of Supervision 7

Academic supervision is a term that is raised

to reform or reoririate our educational oversight
activities that are considered wrong because it is more
concerned with the physical appearance of schools, fund
management, and teacher staffing administration, not on
the quality of the process outcomes.
Arikunto distinguishes the objectives of supervision
into: the general goal of providing technical assistance
and guidance to teachers (and other school staff) so
that these personnel are able to improve the quality of
their performance, especially in carrying out teaching
and learning processes. Specific objectives are a clear
breakdown or breakdown of the objectives of the general
objectives, namely: 1) Improving student performance in
its role as learners in order to achieve optimal learning
achievement. 2) Improving the quality of teacher
performance so that successfully helping students to
achieve the expected learning and personal achievement.
3) Increasing the effectiveness of the curriculum so that it
is effective, both in the learning process and in mastering
graduate competencies. 4) Improving the effectiveness
and efficiency of management and utilization of
infrastructure for the success of student learning. 6)
Improve the quality of the general situation of the school,
so as to create a situation that is calm, peaceful which is
conducive to school life, the quality of learning and the
 8 Educational Supervison: Theories and Practices Tini Mogea

success of graduates. If examined, according to the scope

of supervision, general objectives are in accordance with
general education supervision, while special objectives
are in accordance with academic supervision.
 CHAPTER II

Educational Institution
and Academic Supervision

2.1 Educational Institution

Educational institutions can be categorized as non-
profit organizations that serve the community. Even
though it is non-profit, it does not mean that schools are
not required to continue to improve the quality of the
process and the output of education. On the contrary,
schools are expected to really pay attention to quality,
because the sacred duty they carry is to contribute to the
intellectual life of the nation, and improve the quality of
Indonesian human resources.
Educational institutions, especially formal educa­
tional institutions, starting from the basic education level
up to the level of higher education, have a major role in
achieving the quality of education, because educational

9
 10 Educational Supervison: Theories and Practices Tini Mogea

institutions are a vehicle for the implementation of the

educational process. Therefore educational institutions
are responsible for the quality of education.
The problem of disparity in the quality of education
in the country is found in various phenomena in the
field of education that continue to occur today. These
problems touch various dimensions in the system
of education administration. In general, the various
problems of education that are often the complaints
of the wider community give an illustration that the
performance of the education world has not fully met
the expectations of the wider community, thus making
the community to be pessimistic, apathetic, and negative
towards the implementation of the education world.
As the Indonesian nation, in an effort to educate the
nation’s life and shape the character and civilization of
a dignified nation, quality education is needed. Various
government efforts in efforts to improve the quality
of education have been rolled out through various
policies including Law Number 20 of 2003 concerning
the National Education System, PP Number 19 of 2005
concerning National Education Standards, and Law
Number 14 of 2005 concerning Teachers and Lecturers,
along with other regulations to set further policies.
Various disparities in the quality of education in
the country that are often a public complaint related to a
variety of issues relating to the low quality of graduates,
many unemployed education graduates, the quality
Educational Institution And Academic Supervision 11

of education graduates who are not in accordance

with market needs, labor, and development providers
both in the fields of industry, manufacturing, banking,
telecommunications, and information technology, as
well as other labor markets, as well as the quality of
education graduates who cannot compete in the global
job market. These problems are often viewed partially,
with the principal responsible for all of them being the
Principal.
The principal has a strategic role to improve the
quality of education, especially the principal of the
elementary school. This is due to the fact that basic
education is the foundation for education at the next
level, and the principal is the manager. The principal is
the highest authority in the school, so the position and
role of the principal is very central. This means that
the principal’s performance is a determining factor for
the creation of superior quality education. Because of
its central role, the principal is required to improve
performance and develop competencies so that they can
work effectively and optimally and provide satisfactory
results for the achievement of educational goals.
 12 Educational Supervison: Theories and Practices Tini Mogea

Fugure 1. School as a Social System (Hoy W.K., & Forsyth P. B.,

1986)

In the perspective of national education policy

(MONE, 2006), there are actually seven main roles for
school principals. First, the principal as an educator
(educator). Teaching and learning activities are the
core of the educational process and teachers are the
main implementers and developers of the curriculum
in schools. Principals who show high professional
commitment and focus on curriculum development
and teaching and learning activities in their schools will
certainly pay close attention to the level of competency
of their teachers, while also trying to facilitate and
encourage teachers to continuously improve their
com­petence. Second, as a manager. In managing edu­
cation staff, one of the tasks that must be carried out
by school principals is to carry out maintenance and
Educational Institution And Academic Supervision 13

professional development activities for teachers. Third,

as administrators in particular with regard to finan­
cial management, to achieve increased teacher com­
petency is inseparable from the cost factor. How much
the school can allocate the budget to improve its teacher
competency will affect the competency level of its
teachers. Fourth, as a supervisor to find out how far
the teacher is able to carry out learning, the principal
needs to carry out supervision activities periodically,
which can be done through class visits to observe the
learning process directly, especially in the selection and
use of methods, media used and student involvement
in the process learning. Fifth, as a leader (leader). What
leadership style of school head can foster creativity
while at the same time can encourage the improvement
of teacher competence. Kentam, as the creator of the
work climate. A conducive work culture and climate will
enable each teacher to be more motivated to demonstrate
their superior performance, accompanied by efforts to
improve their competence. Seventh, as an entrepreneur.
In applying the principles of entrepreneurship linked to
increasing teacher competency, the principal can create
renewal, comparative advantage, and take advantage of
various opportunities.
Various attempts have been made by the government
through the Ministry of Education and culture to improve
the quality of education, for example curriculum deve­
lopment, improvement of the competence of educators and
 14 Educational Supervison: Theories and Practices Tini Mogea

education staff (teachers, principals and school supervisors)

through training, procurement of books and learning
facilities, procurement and improvement of educational
infrastructure, and improving the quality of school edu­
cation management. However, various indicators of edu­
cational quality that lead to student learning outcomes
have not shown the expected improvement. Some schools,
especially in big cities show encouraging improvement in
quality, while some are still quite alarming.

2.2 Function of Academic Supervision

Academic Supervision Function is First, improving
the quality of learning is a supervision function in a
narrow scope, focused on the academic aspects, espe­
cially those that occur in the classroom when the teacher
is providing assistance and direction to students. The
supervisor’s main attention is focused on student
learning behavior and success, both with and without
the teacher’s direct assistance. Such a function is within
the scope of academic supervision. Second, triggers
elements associated with learning. This function is aimed
at the factors that influence the improvement of the
quality of learning, its nature of serving or supporting
learning activities. This function is within the scope
of administrative supervision. Third, the function of
fostering and leading. Supervision reflects the leadership
Educational Institution And Academic Supervision 15

function of the officials entrusted to lead the school, the

school principal.
The development of the understanding of super­
vision through various stages such as supervisor as an
inspector; supervision as a laissez-faire task; then in
the second quarter of the 20th century was dominated
by the approach of human relations (human relations).
Furthermore Oliva defines supervision as follows:
Supervision... is conceived as a service to teachers,
both as individuals and in groups. To put it simply,
supervision is a means of offering specialized teachers
in improving instruction. This means that supervision
is seen as a service to teachers both individually and
in groups. Supervision is a means to provide special
assistance in improving learning.
To review and apply supervision activities will be
reviewed from several concepts, including Good in the
“Dictionary of Education” to formulate supervision as
all efforts planned by educational supervisors intended
to provide a form of leadership for teachers in efforts to
improve teaching. According to Wiles, supervision is an
aid in developing better teaching and learning situations.
Wiles emphasized that supervision is a service activity
provided to help teachers carry out their work better.
Whereas Sergiovanni and Starrat argue that supervision
is designed to influence teaching, as stated “Supervision
 16 Educational Supervison: Theories and Practices Tini Mogea

is a set of Activities and role specifications specifically

designed to influence instruction”.
Alfonso stated “Supervision can be regarded as
the services provided for teachers to improve their
professional competencies which in turn improve the
quality of the teaching-learning process”. Meanwhile
Harris (1985: 10) formulated “Supervision of instruction
is directed toward both maintaining and improving the
teaching-learning processes of the school”.
Based on some of the formulations above, it can be
concluded that supervision is a service or professional
guidance for teachers. Professional guidance or services
in question are all forms of business that are to provide
assistance, encouragement and opportunities to teachers
to improve their professional abilities so that they can
carry out their main tasks better, namely improving
the teaching and learning process and improving the
quality of teaching and learning outcomes. Teacher
guidance or instructional supervision is a professional
service or guidance for teachers, professional guidance
is provided by more experts (principals, supervisors,
senior teachers, and other coaches). Alfonso, Firth, and
Neville emphasized that Instructional supervision is
here defined as: behavior officially designed by the
organization that directly affects teacher behavior in
such a way to facilitate learning and achieve the goals of
organization.
Educational Institution And Academic Supervision 17

According to Alfonso, Firth, and Neville, there

are three main concepts (key) in terms of academic
supervision. Academic supervision must directly
influence and develop teacher behavior in managing
the learning process. This is an essential characteristic of
academic supervision. In this connection, it should not
be assumed narrowly, that there is only one best way
that can be applied in all teacher behavior development
activities. There is no good academic supervision beha­
vior that is suitable for all teachers. It can be stressed
that the level of ability, needs, interests, and professional
maturity as well as other personal characteristics of the
teacher must be used as a basis for consideration in
developing and implementing academic supervision
programs. Supervisory behavior in helping teachers
develop their abilities must be designed officially, so that
the start and end times of the development program are
clear. The design is manifested in the form of academic
supervision programs that lead to specific objectives.
Because academic supervision is a shared responsibility
between supervisors and teachers, it would be nice if
the program was designed jointly by supervisors and
teachers. The ultimate goal of academic supervision is so
that teachers are increasingly able to facilitate learning
for their students. In detail, the purpose of academic
supervision will be further explained below. The purpose
of academic supervision is to help teachers develop their
 18 Educational Supervison: Theories and Practices Tini Mogea

abilities to achieve the learning goals that are planned

for their students. Through academic supervision it
is expected that the academic quality carried out by
teachers will increase. Ability development in this
context should not be interpreted narrowly, emphasizing
solely on increasing teacher knowledge and teaching
skills, but also on increasing commitment (willingness)
or motivation (motivation) of teachers, because by
increasing the ability and motivation of teacher work ,
the quality of learning will improve.
Meanwhile, according to Sergiovanni, there are
three objectives of academic supervision as follows:
Academic supervision is held with the aim of helping
teachers develop their professional abilities in under­
standing academic, classroom life, developing their
teaching skills and using their abilities through certain
techniques. Academic supervision is held with a view to
monitoring teaching and learning activities in schools.
This monitoring activity can be done through the
principal’s visit to the classes while the teacher. teac­
hing, private conversations with teachers, peers, as
well as some students. Academic supervision is held to
encourage teachers to apply their abilities in carrying
out their teaching tasks, encourage teachers to develop
their own abilities, and encourage teachers so that
they have a genuine concern (commitment) towards
their tasks and responsibilities. According to Alfonso,
Firth, and Neville (1981) A good academic supervision
Educational Institution And Academic Supervision 19

is an academic supervision that is able to function to

achieve the multi objectives mentioned above. There
is no success for academic supervision if only paying
attention to one particular goal by ignoring other
objectives. It is only by reflecting these three objectives
that academic supervision will function to change
the teaching behavior of the teacher. In turn, changes
in teacher behavior towards higher quality will lead
to better student learning behavior. Alfonso, Firth,
and Neville (1981) describe the system of influence of
academic supervision behavior. Based on the description
above, it can be synthesized that academic supervision
is professional assistance to teachers and principals in
impro­ving the quality of the learning/guidance process
to enhance student learning outcomes.

2.3 Principles of Academic Supervision

The concept and purpose of academic supervision,
as stated by academic supervision experts in advance,
does indeed seem idealistic for practitioners of academic
supervision (principals). However, this is the normative
reality of the basic concept. School principals, whether
they like it or not, must be prepared to face problems
and obstacles in carrying out academic supervision.
The existence of these problems and obstacles can
more or less be overcome if in implementing academic
 20 Educational Supervison: Theories and Practices Tini Mogea

supervision the principal applies the principles of

academic supervision.
Lately, some literature has revealed the theory of
academic supervision as the basis for every academic
supervision behavior. Some terms, such as democracy
(democratic), group work (teameffort), and group
processes (group process) have been widely discussed
and are associated with the concept of academic
supervision. The discussion is merely to show us that
the behavior of academic supervision must distance
itself from the authoritarian nature, where supervisors
as superiors and teachers as subordinates. Likewise
in the background of the school system, all members
(teachers) must actively participate, even preferably as
an initiative, in the academic supervision process, while
the supervisor is part of it.
All of these are the principles of modern academic
supervision that must be realized in every process of
academic supervision in schools. In addition to the
above, here are some other principles that must be
considered and realized by supervisors in carrying out
academic supervision, which are as follows.
1. Academic supervision must be able to create har­
monious human relations. Human relations that
must be created must be open, solidarity, and
informal. This relationship is not only between
the supervisor and the teacher, but also between
Educational Institution And Academic Supervision 21

the supervisor and other parties related to the

academic supervision program. Therefore, in its
implementation the supervisor must possess quali­
ties, such as being helpful, understanding, open,
honest, steady, patient, enthusiastic, and full of
humor.
2. Academic supervision must be carried out conti­
nuously.
Academic supervision is not a part-time task that
is only done at any time if there is an opportunity.
It should be understood that academic supervision
is one of the essential functions in the whole
school program. If the teacher has succeeded in
developing himself does not mean the completion
of the supervisor’s task, but must continue to be
fostered continuously. This is logical, considering
that the learning process problems always arise and
develop.
3. Academic supervision must be democratic. Super­
visors may not dominate the implementation of
academic supervision. The emphasis of democratic
academic supervision is active and cooperative.
Supervisors must actively involve the teachers they
coach. The responsibility for improving academic
programs is not only on the supervisor but also
on the teacher. Therefore, academic supervision
programs should be planned, developed and
 22 Educational Supervison: Theories and Practices Tini Mogea

implemented in a cooperative manner with teachers,

principals, and other relevant parties under the
coordination of supervisors.
4. Academic supervision programs must be inte­
grated with educational programs. In every educa­
tional organization there are various systems of
behavior with the same goal, namely the purpose
of education. These behavioral systems include
administrative behavior systems, academic beha­
vior systems, student behavior systems, coun­seling
development behavior systems, academic super­
vision behavioral systems. Between one system with
another system must be carried out integrally. Thus,
the academic supervision program is integrated
with the overall education program. In an effort
to realize this principle, a good and harmonious
relationship is needed between the supervisor and
all parties implementing the education program.
5. Academic supervision must be comprehensive.
Academic supervision programs must cover all
aspects of academic development, although there
may be an emphasis on certain aspects based on
the results of the analysis of previous academic
development needs. This principle is nothing but
to fulfill the demands of multi-purpose academic
supervision, in the form of quality control, pro­
fessional development, and motivating teachers, as
explained above.
Educational Institution And Academic Supervision 23

6. Academic supervision must be constructive. Aca­

demic supervision is not the occasional way to
look for teacher mistakes. Indeed, in the process
of implementing academic supervision there are
teacher performance evaluation activities, but the
aim is not to find faults. Academic supervision will
develop the growth and creativity of teachers in
understanding and solving academic problems they
face.
7. Academic supervision must be objective. In com­
piling, implementing and evaluating, the success of
an academic supervision program must be objective.
Objectivity in the preparation of the program
means that the academic supervision program
must be arranged based on the real needs of teacher
professional development. Similarly, in evaluating
the success of the academic supervision program.
Herein lies the importance of measurement instru­
ments that have high validity and reliability to
measure how the teacher’s ability to manage the
learning process.

2.4 Dimensions of Academic Supervision

Educational experts have made it clear that a person
will work professionally if he has sufficient competence.
A person will not be able to work professionally if he
only meets one of the competencies among the required
 24 Educational Supervison: Theories and Practices Tini Mogea

competencies. The competence is a combination of ability

and motivation. No matter how high a person’s abilities,
he will not work professionally if he does not have high
work motivation in doing his duties. Conversely, no
matter how high a person’s work motivation, he will not
work professionally if he does not have a high ability
to do his duties. In harmony with this explanation is
a theory put forward by Glickman (1981). According
to him there are four prototype teachers in managing
the learning process. The best type of teacher proto,
according to this theory, is a professional prototype
teacher. A teacher can be classified into professional
prototypes if he has a high level of achievement and
high level of commitment. The above explanation has
specific implications for what an academic supervision
program should be. Good academic supervision
must be able to make teachers more competent, that
is, teachers increasingly master competencies, both
personality competencies, pedagogical competencies,
professional competencies, and social competencies.
Therefore academic supervision, must touch on the
development of all teacher competencies. In connection
with the development of these two dimensions,
according to Neagley (1980) there are two aspects that
should be of concern to academic supervision in their
planning, implementation, and evaluation. First, what
is referred to as the substantive aspects of professional
development (hereinafter referred to as the substantive
Educational Institution And Academic Supervision 25

aspects). This aspect refers to teacher competencies that

must be developed through academic supervision. This
aspect refers to the competencies that must be mastered
by the teacher. His mastery is a support for his success
in managing the learning process. There are four
teacher competencies that must be developed through
academic supervision, namely personality, pedagogical,
professional, and social competencies. The first and
second aspects of the substance represent the values,
beliefs and theories held by the teacher about the nature
of knowledge, how students learn, the creation of teacher
and student relationships, and other factors. The third
aspect relates to how broad the teacher’s knowledge
about the material or subject matter in the field of study
he teaches.
 CHAPTER III

Approach in Academic
Supervision

3.1 Activity in Academic Supervision

Teaching supervision activities are activities that
must be carried out in the administration of education.
Implementation of supervision activities carried out
by the principal and school supervisors in providing
guidance to teachers. This is because the teaching-
learning process carried out by the teacher is the core
of the overall education process with the teacher as the
main role holder. Teaching and learning process is a
process that contains a series of actions of teachers and
students on the basis of reciprocal relationships that take
place in educational situations to achieve certain goals.
Therefore supervision activities are considered necessary
to improve teacher performance in the learning process.

27
 28 Educational Supervison: Theories and Practices Tini Mogea

Figure 3. Supervisory roles as defined by the content dimensions

of supervision (Morgan M., 2007)

In general there are 2 (two) activities that fall into

the category of teaching supervision, namely:
• Supervision conducted by the Principal to the
teachers.
The Headmaster routinely and regularly carries
out supervision activities to teachers in the hope that
teachers will be able to improve the learning process
that is carried out. In the process, the principal
monitors directly when the teacher is teaching. The
teacher designs the learning activities in the form
Approach In Academic Supervision 29

of a learning plan then the principal observes the

learning process carried out by the teacher. When
supervision activities take place, the principal uses a
standardized observation sheet, the Teacher Ability
Assessment Tool (APKG). The APKG consists of
APKG 1 (to assess the Learning Plan created by the
teacher) and APKG 2 (to assess the implementation
of the learning process) conducted by the teacher.
• Supervision is carried out by the School Super­
intendent to the School Principal and teachers to
improve performance.
This supervision activity is carried out by the
School Superintendent who is in charge of a School
Cluster. The School Cluster is a combination of
several nearby schools, usually consisting of 5-8
Primary Schools. The things observed by school
supervisors when conducting supervision activities
to monitor the performance of school principals,
including school administration, include:

Academic Affairs, covering activities:

• Compile annual and semester programs,
• Arrange lesson schedules,
• Regulate the implementation of learning unit mode­
ling,
• Determine the norm for grade promotion,
• Determine assessment norms,
 30 Educational Supervison: Theories and Practices Tini Mogea

• Organize the implementation of learning evalua­

tions,
• Improve teaching improvement,
• Arrange class activities if the teacher is absent, and
• Regulate class discipline and order.

Student Affairs, includes activities:

• Regulate the implementation of new student admis­
sions based on new student admission rules,
• Managing guidance and counseling services,
• Record the attendance and absence of students, and
• Regulate and manage extracurricular activities.

Field of Personnel, including activities:

• Arrange the division of teacher duties,
• Submit promotion, salary, and teacher transfers,
• Organize teacher welfare programs,
• Record teacher's attendance and absence, and
• Record teacher problems or complaints.

Finance, including activities:

• Prepare a school budget and expenditure plan,
• Looking for sources of funds for school activities,
• Allocate funds for school activities, and
• Financial responsibility in accordance with appli­
cable regulations.
Approach In Academic Supervision 31

Facilities and Infrastructure Sector, covers activities:

• Provision and selection of teacher handbooks,
• Library and laboratory services,
• The use of props,
• Cleanliness and beauty of the school environment,
• Beauty and class cleanliness, and
• Improvement of class completeness.

Field of Public Relations, including activities:

• School collaboration with parents,
• School collaboration with the School Committee,
• School collaboration with related institutions, and
• School collaboration with the surrounding com­
munity.

Meanwhile, when supervising teachers, the

things monitored by supervisors are also related to the
administration of learning that teachers must do, inclu­
ding:
1. Use of semester programs.
2. Use of learning plans.
3. Daily planning.
4. Program and evaluation implementation.
5. Collection of questions.
6. Student work book.
7. Value list book.
8. Book analysis of the results of the evaluation.
9. Book improvement and enrichment programs.
 32 Educational Supervison: Theories and Practices Tini Mogea

10. Guidance and Counseling program book.

11. The book on the implementation of extracurricular
activities.

3.2 Approach in Academic Supervision

There are several approaches that can be done by a
supervisor, this is certainly easier for supervisors when
supervising subordinates, supervisors can choose which
approach will be used in accordance with the conditions
of the institution concerned, because each approach in
the supervision of education has different characteristics.
The right choice depends on the problem at hand and
the goal to be achieved. For the intended purpose,
several supervision approaches proposed by Wahyudi
(2009) are collegial approach, individual approach,
clinical approach and artistic approach in teaching.
a. Collegial Approach
Collegial supervision or commonly called partner
supervision is termed in several names, among others,
peer supervision, cooperative professional development
and even often said to be collaborative supervision.
Approach In Academic Supervision 33

Figure 3. Collegial supervision model (Strieker T., 2016)

Collegial supervision as a moderate formal process

whereby two or more teachers work together in the
interests of the teacher’s professional development. The
form of collegial supervision according to Kimbrough is:
• Teachers meeting with a clear agenda and discus­
sing topics related to the advancement of education
in schools;
• Workshops, namely group activities consisting of
School Principals, Supervisors and teachers to solve
problems encountered through conversation and
working in groups;
• The observation of fellow teachers in the class is
to involve fellow teacher in turn to see and assess
 34 Educational Supervison: Theories and Practices Tini Mogea

learning activities in the classroom with their

successes and shortcomings.
b. Individual approach
This approach is called an individual interview,
which is an opportunity created by a supervisor or
principal to work individually with the teacher re­
gar­ding his professional problems. This approach
emphasizes the teacher’s personal responsibility for his
professionalism. The form of this approach is the teacher
makes a learning plan, then submitted to the supervisor,
the Principal or other competent parties. At the end of
the semester, teachers and supervisors usually meet to
discuss obstacles encountered during implementing
the learning program. This is suitable for teachers who
prefer to work alone.
c. Clinical Approach
The clinical approach is a form of supervision that
is focused on improving learning with systematic stages
or cycles in logical, intensive planning, observation and
analysis of the real teaching performance of making
changes in a rational way. There are several stages of
clinical supervision planning:
• The initial meeting stage is the creation of a
framework, because it is necessary to create a
friendly and open atmosphere between the super­
visor and the teacher so that the teacher feels
Approach In Academic Supervision 35

confident and understands the purpose of holding a

clinical approach;
• In the classroom observation phase, the teacher
conducts learning activities according to the
guidelines and procedures agreed upon at the
initial stage. Furthermore, the supervisor makes
observations based on instruments that have been
made and agreed with the teacher. After obser­
vation, a supervisor collects information to assist
the teacher in analyzing learning;
• The final meeting or feedback stage, the supervisor
evaluates the things that happened during the
observation and the whole cycle of the supervision
process with the aim of increasing teacher per­
formance. This final meeting is a feedback discus­
sion between the supervisor and the teacher. The
supervisor presents objective data so that the
teacher can find out the strengths and weaknesses
of the lesson. The basis of the teacher's feedback is
agreement on the observation items that have been
made so that the teacher is aware of the level of
achievement achieved.
 36 Educational Supervison: Theories and Practices Tini Mogea

Figure 2. Cycle of Clinical Supervision (Hoy W.K., & Forsyth P. B.,

1986)

There are some characteristics of clinical supervision

are;
• Essentially supervisors and teachers are equal and
help each other improve professionalism skills.
• The focus of clinical supervision is on improving
teaching methods, not changing the teacher's per­
sonality.
• Feedback on clinical supervision is based on obser­
vational evidence.
• Is constructive and gives reinforcement to patterns
and behavior attitudes that have been achieved.
• The stage of clinical supervision is continuity and
builds on past experience.
• Clinical supervision is a dynamic process of giving
and receiving.
Approach In Academic Supervision 37

• The teacher has the freedom and responsibility to

express problems analyzing how to teach himself
and develop it.
• Supervisors have the freedom and responsibility to
analyze and evaluate how to supervise.
• Teachers have the initiative and responsibility in
improving pedagogical competence.
• Supervisors and teachers are open in gathering
opinions and mutual respect.
d. Artistic Approach in Teaching Supervision
According to Carter V. Good (1977), artistic is a
human activity directed at achieving a goal, but in
general use is limited to activities that involve creative
abilities, ingenuity, consideration and skills. An artistic
approach to teaching supervision is any form of pro­
fessional assistance services to teachers individually
or in groups in order to improve teaching and improve
curriculum programs through processes that require
intuition, creativity, ingenuity, skills performed by
supervisors in supervision activities that have not been
agreed in writing in order to improve the quality of
education.
The aim of this approach is to improve the quality
of education in schools by trying to uncover teaching
while reaching out to the teacher’s background. This
approach has the following characteristics:
 38 Educational Supervison: Theories and Practices Tini Mogea

• Accept the fact that supervisors with all their

strengths and weaknesses, sensitivity and expe­
rience are the main instruments. In other words the
supervisor gives meaning to all activities during the
learning process.
• Requires good relations between supervisors and
teachers.
e. Scientific Approach
The scientific approach in the supervision of
learning is closely related to the pursuit of learning
effec­­ti­veness, meaning that it responds to deficiencies in
asses­sing learning effectiveness (Ali Imron, 2012). These
deficiencies can be:
• Lack of clarity and unclear standards used to assess
the effectiveness of learning today.
• It is difficult to determine the best methods.
• It is difficult to determine which teacher teaches and
carries out the best tasks.

In the scientific view, learning is seen as a science

(science), then the improvement of learning can be done
by the Supervisor using scientific methods, there are
several steps in implementing this scientific approach, as
follows:
• Implement the findings of the researchers.
With the findings of researchers, it will be
known which learning is effective and which is not
Approach In Academic Supervision 39

effective, of course the discovery is based on proven

learning theories. So that the Supervisor can achieve
the goals of one division.
• Together with researchers conducting research in
the field of learning and other matters related to it.
The research action must be carried out by
the Supervisor together with the learning and the
Supervisor will get an overview of the learning
carried out by the teacher together with his stu­
dents.
• Apply scientific methods and have a scientific
attitude in finding the effectiveness of learning.
The scientific attitude, among others: clear in
looking at the problem without any attention, keep
a distance in the observed, objective and use the
frameworks recognized in the scientific approach.
According to Sahertian Piet A. (2010), there are
several approaches that can be used in supervision,
namely the directive approach, non-directive
approach and collaborative approach, the three
approaches are based on the theory of learning
psychology, the following is an explanation of the
three approaches.
• Directive (direct) approach.
This approach was born from the psychological
theory of behaviorism, which is that all actions
originate from relaxation, or responses to stimuli/
 40 Educational Supervison: Theories and Practices Tini Mogea

stimuli. Therefore teachers with shortcomings need

to be provided with stimulations so that they can
react with reinforcement or punishment. What is
meant by the directive approach is a way of approac­
hing problems that are direct. Supervisors provide
direct direction, with the aim that teachers who
experience problems need direct stimulation so that
they can react. The steps of the directive approach
are: explain, present, direct, give examples, set
benchmarks, and strengthen. And concluded
by Muslim, Sri Banun (2009) with the terms of
supervising behavior namely: demonstrating (sho­
wing), directing (directing), standizing (preparing)
and reinforcing (strengthening). Thus, the Super­
visor becomes the central that determines improve­
ment in the teacher, the supervisor must be active,
creative, and innovative in improving the teaching
of the teacher, so that the teacher does not feel
dictated in developing his abilities and creativity.
• Non-directive Approach.
This approach was born from an understanding
of humanistic psychology, which greatly appreciates
the people who will be assisted, by hearing pro­
blems. Thus the non-directive approach is a way
of approaching problems that are indirect. The
supervisor does not directly point out the problem,
but first listens actively to what the teacher puts
Approach In Academic Supervision 41

forward. The supervisor gives as much as possible

to the teacher to express the problems experienced,
therefore the teacher's personality that is fostered
is so respected. In addition, according to Muslim,
Sri Banun (2009), teachers must be able to solve
their own problems. The role of the supervisor
here is to encourage / generate self-awareness and
the experiences of the teacher are classified. This
approach is more appropriate for professional
teachers. Thus, it can be concluded that in this
non-directive approach the teacher becomes
central which determines improvement in itself.
Supervisors only help, encourage teachers to be able
to develop their abilities and creativity.
The steps of the non-directive approach are:
listening, giving reinforcement, explaining, pre­
senting and solving problems. And concluded
by Sri Banun Muslim in terms of supervision
behavior, which includes: listening, clarifying,
encou­­raging, presenting, problem solving, nego­
tia­ting, demonstrating, demonstrating , directing
(directing), standadizing (preparing) and reinforcing
(strengthening).
• Collaborative Approach.
This collaborative approach was born from
cognitive psychology, which assumes that learning
is the result of a combination of individual activities
 42 Educational Supervison: Theories and Practices Tini Mogea

and the environment which in turn influences

the formation of individual activities. Thus a
collaborative approach is a way of approach that
combines directive and non-directive approaches. In
this approach the Supervisor and teacher together
agree to set the structure, process and criteria in
carrying out the process of conversation towards
the problem at hand, this collaborative approach
uses two-way communication, from the top down
and from the bottom up. This approach is more
appropriate for teachers who criticize or are too
busy. The supervisor's task is to ask the teacher for
an explanation if there are things that he expresses
are not understood, then encourage the teacher
to actualize the initiatives he thinks about to solve
the problems he faces or improve his teaching.
Thus, it can be concluded that in this collaborative
approach, the central ones are supervisors and
teachers. Both complement each other to determine
the improvement and development of the ability
and creativity of teachers.

The steps of the non-directive approach are: present,

explain, listen, solve problems and negotiate. And
concluded by Sri Banun Muslim in terms of supervision
behavior, which includes: presenting (presenting),
pro­blem solving (problem solving), and negotiating
(negotiation).
 CHAPTER IV

Roles and
Responsibilities

4.1 Assessing Learning Needs

Needs assessment is a tool for building and positive
change, not solely changing but driven by controversy,
rapid improvement, situational crisis but rational, logical
functional change, which fulfills the needs of citizens,
educators and students. They show a systematic and
formal effort to determine and cover more gaps between
‘what is there?” And “what should be there” (Voinea L.,
2018).
a. Assesment of Needs and Management System
The application of the system approach to edu­ca­
tion management has occurred since the last 10 years.
This has had a large impact on the importance of

43
 44 Educational Supervison: Theories and Practices Tini Mogea

needs assessments in the world of education. But the

application of the system approach is not something that
is easy to implement. One of the requirements that must
be met in implementing a systems approach in education
is starting with the school leadership. School leaders or
school administrators must get training in accordance
with their responsibilities. But what happened at that
time was that school leaders did not receive training on
how to analyze systems and skills in planning.
The lack of training received by school/organization
leaders has an impact on their skills in distinguishing
between solutions and problems. This provides a reason
why schools in the past have not been able to implement
effective management in schools. This is exacerbated by
the unclear function of the supervision carried out by
the supervisor. Supervisors should be able to interpret
school foundation policies into concrete actions that
should be aligned with school goals (Younas W., 2018).
The problem of the failure of school/organization
leaders to create effective school management can be
solved by increasing the skills and knowledge of school
leaders about the types of comprehensive planning
strategies that touch all lines starting from the strategy
of creating schools as a safe and comfortable place for
students to learn.
Roles And Responsibilities 45

b. Curriculum
Curriculum development and its application are
the most frequently discussed vehicles for improving
the school system but the least understood of the
process. This may be due to the focus of curriculum
development originating from many sources, lack of
agreement on the proper function of the curriculum,
lack of appropriate vocabulary and referring to incorrect
theories (Mohanasundaram K., 2018)
Basically the curriculum is useful to direct the
teaching-learning process so that national education
goals can be achieved properly. Referring to the under­
standing of the curriculum, as for some of the benefits of
the curriculum are as follows:
1. Curriculum for Teachers
• The curriculum can be used as a guide for
designing, implementing, and evaluating the
results of learning activities.
• The curriculum can help provide understanding
to teaching staff in carrying out their duties and
responsibilities.
• The curriculum can encourage teachers to be
more creative in the teaching-learning process.
• The curriculum can help support teaching for
the better.
 46 Educational Supervison: Theories and Practices Tini Mogea

2. Curriculum for Schools

• The curriculum will open up opportunities
for the school to develop the curriculum in
accordance with needs.
• The curriculum can be used as a tool in the
achievement of educational program goals.
3. Curriculum for the community
• The curriculum can be used as guidelines or
standards for parents in guiding their children's
learning process.
• The curriculum allows the community to parti­
cipate in developing and perfecting educa­
tional programs, namely through constructive
criticism and suggestions.

4.2 Identifying Teaching Activities

The learning process is a process in which there
are interactions between teacher-student and reci­
procal communication that take place in educational
situations to achieve learning goals (Rustaman, 2001).
In the learning process, teachers and students are two
inseparable components. Between these two components,
there must be a mutually supporting interaction so that
student learning outcomes can be achieved optimally.
The learning process is any joint effort between the
teacher and students to share and process information,
with the hope that the knowledge provided is useful
Roles And Responsibilities 47

in students and becomes the foundation of continuous

learning, and it is hoped that there will be better changes
to achieve a positive improvement marked by changes in
individual behavior for the creation of an effective and
efficient teaching and learning process. A good learning
process will shape intellectual abilities, critical thinking
and the emergence of creativity and changes in behavior
or a person based on certain practices or experiences.
Components that affect the course of a learning
process according to Zain et al (1997), in teaching and
learning activities there are several learning components
that are interrelated with one another, namely: 1)
Teacher, 2) Student, 3) Material, 4) Method, 5) Media, 6)
Evaluation.
1. Teacher
The teacher is one component that is very
influential in the learning process, because the
teacher plays a very important role, including
preparing the material, delivering the material, and
managing all teaching and learning activities in
the learning process. A learning process, students
need a teacher as a source of material in delivering
material and a number of knowledge in order to
develop student education and human resources.
2. Student
Another component that also influences the
course of a teaching and learning activity is students
 48 Educational Supervison: Theories and Practices Tini Mogea

or commonly also referred to as students. Students

as individuals are people who do not depend
on others in the sense of being free to determine
themselves and are not forced from outside, so
rather than that in the world of education students
must be recognized as unique and individual
persons. Each student has unique and evolving
individual characteristics including emotional,
moral, intellectual and social development. This
development affects the ability of students as
educational subjects.
3. Material
Learning material is one of the most important
and very important learning components in teaching
and learning activities so that learning objectives
can be achieved. learning material is something that
is presented by the teacher to be processed and then
understood by students, in the context of achieving
instructional goals that have been set.
4. Method
The learning method is a component that is
needed by the teacher after determining the learning
material. Various methods can be used in the
learning process in accordance with the learning.
Therefore, in the process of music activities in band
music learning, methods are needed to facilitate the
implementation of activities to achieve what the
Roles And Responsibilities 49

music learning objectives are. Before the method

is applied, it must first understand the meaning of
the method itself. The method is a way used during
the teaching process by organizing the material
presented as well as possible in order to obtain a
planned learning to achieve the goal.
5. Media
A learning process will not run optimally if it is
not supported by the media as a means to facilitate
a teacher to interact with students in teaching and
learning activities. The media is a set of tools or
complementary tools used by teachers or educators
in order to communicate with students or students.
6. Evaluation
Evaluation is a barometer to measure the achie­
vement of the interaction process, by conducting an
evaluation can control student learning outcomes
and control the accuracy of a method used by
the teacher so that the achievement of learning
objectives can be optimized. The evaluation aims
to see or measure students’ learning in terms of
mastery of the material that has been studied in
accordance with the objectives set.
 CHAPTER V

Practrices of
Supervision

5.1 Background of Supervision

In this section Supervisors explain the objectives,
time and organization / school that are the objectives
of supervision. Academic supervision also includes
curriculum books, teaching and learning activities
and the implementation of guidance and counseling.
Educative supervision is no less important than admi­
nistrative supervision. The main target of educational
supervision is the teaching and learning process with
the aim of improving the quality of the process and the
quality of learning outcomes. Variables that influence the
learning process include teachers, students, curriculum,
tools and learning materials as well as environmental
and physical conditions. Therefore, the main focus of

51
 52 Educational Supervison: Theories and Practices Tini Mogea

educational supervision is efforts that are to provide

opportunities for teachers to develop professionally so
that they are able to carry out their main tasks, namely:
evaluating and improving the process and learning
outcomes.
1. Aim.
The purpose of supervision explains the back­
ground why supervision is carried out on the chosen
organization. This will be the main foundation in
the implementation of supervision.

Figure 1. Three Purpose of Academic Supervision (Ambarita B.,

2014)
Practrices Of Supervision 53

There is no success for academic supervision

if only pay attention to one particular goal to the
exclusion of other goals. Only by reflecting on these
three objectives will serve to change the academic
supervision of teachers teaching behavior, and
in turn change teacher behavior toward a higher
quality of learning behavior will lead to better
student.
2. Time.
The time will be described the length of super­
vision activities carried out in the selected orga­
nization. In this section supervisors must determine
the duration from the time of supervision to the
completion of supervision activities.
3. Organization.
Organization/School is chosen to be the location
of supervision. In this section supervisors explain in
general terms about the organization chosen.
 54 Educational Supervison: Theories and Practices Tini Mogea

Figure 2. Critical Aspects Inputs (Hoy W.K., & Forsyth P. B., 1986)

5.2 Profile of Organization

In this section supervisors will contain information
about the organization in which there is a vision and
mission, Principal/head, teachers and staff, facilities and
infrastructure, and students.
Practrices Of Supervision 55

1. Organization

Figure 2. Levels of Organization (Hoy W.K., & Forsyth P. B., 1986)

a. Vision
Vision is something that is desirable to have in
the future (what do they want to have). Vision
describes the aspirations of the future without
specifying ways to achieve them, effective vision
is a vision that is able to inspire.
 56 Educational Supervison: Theories and Practices Tini Mogea

b. Mission
Mission is a coveted form in the future (what do
they want to be). The mission is a statement that
confirms the vision through the choice of form
or outline of the path that will be taken to arrive
at the vision that was formulated earlier.
2. Principal/Head
The principal as part of a school is also the
object of the education supervision. And as the
highest holder in a school also needs to be super­
vised, because looking from the background of the
need for educational supervision, that the principal
also needs to grow and develop in his position, the
principal must try to develop himself, improve the
quality of his professionalism and foster enthusiasm
in himself in carrying out his job as a principal. The
supervisor will explain details about the principal/
leader in the existing organization, both from an
educational background or experience.
3. Teacher and Staff
The teacher as the agent of change which is
the spearhead of the implementation of learning,
in carrying out their duties there needs to be
supervision by a supervisor namely the principal
who supervises the teacher. Because teachers
are also human beings who are experiencing
developments at all times and need regular and
Practrices Of Supervision 57

systematic supervision. In addition, teachers also

need to improve the quality of their professionalism,
improve the quality of work, and improve their
effectiveness as an educator. Because the teacher
must be able to develop and improve the process of
teaching and learning activities of students who are
even better.
Academic supervision is held with the inten­
tion of helping teachers develop their profes­sional
abilities in understanding academic, classroom
life, developing teaching skills and using their
abilities through certain techniques. Academic
supervision is held with a view to monitoring
teaching and learning activities in schools. This
monitoring activity can be carried out through
the principal’s visit to classes while the teacher is
teaching, private conversations with the teacher, his
colleagues, or with some of his students. Academic
supervision is held to encourage teachers to apply
their abilities in carrying out their teaching tasks,
encourage teachers to develop their own abilities,
and encourage teachers so that they have a genuine
concern (commitment) towards their tasks and
responsibilities.
School Staff or School Education Personnel are
the same. Guidance or supervision of school staff is
carried out by the Principal just like a teacher, but
 58 Educational Supervison: Theories and Practices Tini Mogea

in school staff what needs to be supervised is about

staff performance, school administration struc­
turing, ability to work or skills as well as loyalty
to school leaders or principals. Because staff also
need development in themselves and there needs
to be supervision, observation and assessment from
supervisors to improve their professionalism as
part of an education system. Supervision for school
staff or education personnel is broader and deeper
as is the supervision of teachers. Because school
staff become the executor in managing and running
school management that has been set. And the way
of coaching the staff is the same as with the teacher.
In this activity supervisors will record the
number of teachers and staff in the organization and
describe in detail the educational background and
tasks of the teacher and staff.
4. Facilities and Infrastructure.
Supervision of facilities and infrastructure
talks about the availability of rooms, management
and maintenance of facilities, the use of books, the
use of media and teaching aids, equipment and
maintenance of supporting equipment, school buil­
dings and furniture, learning tools consisting of
bookkeeping, teaching aids and laboratory.
Practrices Of Supervision 59

5. Student
Students are students or students who are
sitting in elementary school, junior high school and
also senior high school. A student and student who
then learns in order to get knowledge to be able
to achieve their goals. A student is a child who is
studying from elementary school to high school that
is what is called a student and student.

5.3 Evaluation

Figure 3. Evaluation Cycle (LNSU, 2013)

 60 Educational Supervison: Theories and Practices Tini Mogea

1. Teacher self-evaluatiuon
Teachers will participate in an initial self-
evalua­­tion to determine level of competency and
expertise with regards to the School Teaching
Standards and the School Learning Principles. Note:
Teachers new to the profession, new to School, new
to a position within the school or district or teachers
who are working on a more intensive improvement
plan will have additional supports and directions
with regards to completion of the self-evaluation.
2. Development of Professional Growth Plan
Prior to establishing goals, the teacher should
request access to and analyze data related to
their job assignment. This data will include their
students’ performance on state, local and classroom
assessments, discipline data, disaggregated demo­
graphics, habits of assignment completion, indivi­
dual student plans, etc. The purpose of this step
is to indicate the teacher’s understanding of their
current students, the students’ past performance,
student performance after they’ve had the teacher,
etc. in order to develop goals that provide for high
quality instruction within the classroom as well as
to indicate an understanding of the teacher’s role
in the larger school system as it relates to student
performance.
Practrices Of Supervision 61

Based on the self-evaluation, a review of any

relevant data and supervisor feedback, teachers
will work with their supervisor to develop a growth
plan incorporating supervisor recommendations.
The plan will include goals, strategies and a list of
evidence the teacher and administrator will use to
evaluate progress towards meeting the goals. Plan
lengths might vary from one to three years for
completion. Plans longer than one year will include
interim check-ins such as an annual reflection,
where teachers may request a revision of the plan
if necessary. Once the supervisor approves the
plan, the teacher begins working on the plan and
collecting evidence.
3. Written Teacher Reflection
The teacher reviews the evidence collected
and examines current data against the baseline
data in the Professional Growth Plan. Based on a
review of the data and evidence, the teacher writes
a written reflection for each goal. Reflections should
be concise (not to exceed two pages double-spaced).
If a goal is not met, the teacher reflects upon what
they tried and any changes they’ll make as they
move forward.
The teacher will schedule a time to meet with
their supervisor. Both teacher and supervisor will
bring materials necessary to wrap up the plan,
 62 Educational Supervison: Theories and Practices Tini Mogea

including (1) the self-assessment, (2) the Professional

Growth Plan, (3) any written reflections, (4) evidence
and data used to evaluate progress. Teachers should
also come to this meeting with some ideas about
goals for the next Professional Growth Plan.
4. Summative Evaluation
Following a review of the data and meeting
with the teacher the supervisor writes a formal
Summative Evaluation that will include a summary
of the teacher’s impact on student growth based
on student scores (whenever appropriate to do so
based on instructional grade level and content area)
and other assessment data, to be included in the
teacher’s personnel file.
Practrices Of Supervision 63

Figure 2. Key Performance Issues (Hoy W.K., & Forsyth P. B.,

1986)

The teacher reviews and signs the Summative

Eva­luation. All teachers will be required to sign their
Summative Evaluation. Teacher signature only indicates
that the teacher has received and read the evaluation and
does not indicate teacher agreement with the evaluation.
 64 Educational Supervison: Theories and Practices Tini Mogea

However, should a teacher dispute the contents of the

Summative Evaluation, the teacher is permitted to add a
written response to the evaluation for inclusion in their
personnel file.
Following the completion of the teacher’s cycle, the
supervisor will submit to the School Human Resources
Department the following materials for inclusion in the
teacher’s personnel file:
• a copy of the Summative Evaluation;
• the teacher’s Professional Growth Plan; and
• any written Formative Evaluations which may have
occurred during the cycle.
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