What is supervision?

“Supervision is an expert technical service, primarily concerned with studying and improving
conditions that surround learning and pupil growth”

Purpose of Supervision:
The purpose of the supervision process is to provide a safe, supportive opportunity for
individuals to engage in critical reflection in order to raise issues, explore problems, and
discover new ways of handling both the situation and oneself.

Process of Supervision:
At the start of the supervision process, the parties concerned work out:
 Regularity of supervision (e.g. two hours every month)
 Aims and objectives of supervision (e.g. to address worker issues? to set tasks?)
 Conditions under which supervision is to take place (e.g. will matters discussed be
strictly confidential?).

Who are Supervisor?

“A Supervisor, is similar to foreman, foreperson, cell coach, manager, facilitator, monitor, or
area coordinator, is the job title of a low-level management position that is primarily based
on authority over a worker or charge of a workplace”
• Co-Ordinator
• Consultant
• Curriculum Co-Ordinator
• Dictator
• Advisor
• Instructional Leader

What Do Supervisor Do?

A look at what supervisor do on the job can provide one kind of insight into the nature of
supervisor, although a knowledge of supervisory activity is not the only component of an
understanding of the nature of supervisor.
 The analysis of time long indicated following frequently reoccurring practices:
 Working with principals for improvement of instruction.
 Visiting classrooms.
 Initiating ideas, making suggestions and accepting responsibilities.
 Serving as resource persons.
 Providing help for teachers, on the basis of needs considered important.
 Working with lay group.
 An atmosphere of support and understanding to facilitate learning.
 Engaging in activities for their own professional growth.
 Making plans for their own activities.
 Providing opportunities for people to share in planning and making decisions about
matter that affect them.

Nature of supervision:
 Academia
In academia, supervision is aiding and guiding of a postgraduate research student,
graduate student, or undergraduate student, in their research project; offering both
moral support and scientific insight and guidance.
 Business
In business, supervision is overseeing the work of staff. The person performing
supervision could lack a formal title or carry the title supervisor or manager, where
the latter has wider authority.
 Counseling
In clinical supervision, the psychologist or psychiatrist has talk sessions with another
professional in the field to debrief and mentally process the patient work.
 Society
In society, supervision could be performed by the state or corporate entities to
monitor and control its citizens. Public entities often do supervision of different
activities in the nation, such as bank supervision.

Needs for supervision:

 Planning - setting annual objectives for your unit
 Organizing - putting things in a working order
 Directing - instructing and providing directives on how set is to be done
 Controlling - monitoring the activities

Professional Growth in a Modern Society

One of the most significant developments is the concept of the continuation of
education for the professional worker or specialist. Members of the medical
profession were among the first to recognize the necessity for an ongoing education.
For some time they have participated in conventions, postgraduate sessions,
seminars and refresher courses, and have sought still other forms of professional
stimulation and association. Furthermore, new areas of specialization come into
being during a person’s maturity that did not exist in his youth. In addition new
emphasis in social relationships and increased understanding of human interactions
often lead to the need for further education. The professional person today is a
lifelong student of his work.
PROFESSIONAL DEVELOPMENT AND EDUCATION
 In education, the term professional development may be used in reference to a wide
variety of specialized training, formal education, or advanced professional learning
intended to help administrators, teachers, and other educators improve their
professional knowledge, competence, skill, and effectiveness.
For example, professional-development experiences may be funded by district,
school, or state budgets and programs, or they may be supported by a foundation
grant or other private funding source.
Professional development generally refers to ongoing learning opportunities
available to teachers and other education personnel through their schools and
districts. Effective professional development is often seen as vital to school success
and teacher satisfaction, but it has also been criticized for its cost, often vaguely
determined goals, and for the lack of data on resulting teacher and school
improvement that characterizes many efforts.
The field of education is no exception among the profession. It has become
commonplace in recent years to speak of “in service education” of teachers. The
significance of in-service education has been recognized for some years.

Supervision and Professional Growth

The concept of supervision itself has undergone a rapid evolution in the last two or
three decades. There is great need for supervisors, to have close, vital professional
associations and stimulation in order that they may continue us learners and
contribute to increased vision of the functions of supervision.
A statement from Bigelow
“Helping the supervisor to do better what he sees is his job, and to see better what
his job might be, becomes the goal of the professional development of supervisor.”

Responsibilities of Supervision
A supervisor is responsible for the day-to-day performance of a small group. It may
be a team, a department or a shift. Typically the supervisor has experience in what
the group does and has earned the position based on management's belief that
he/she is capable of guiding the team.

 Helping the team understand performance targets and goals.

 Training or ensuring that workers are properly trained for their specific roles.
 Scheduling work hours and shifts.
 Coordinating job rotation and cross-training.
 Providing real-time feedback on worker performance.
 Sharing company updates, financial results and new objectives with team members.
 Assisting in resolving emergencies. For example, a quality or a customer problem
may be escalated to the team supervisor for handling.
 Identifying and resolving workplace problems, including tardiness or absenteeism.

 Providing reports and activity updates to management.

 Assisting in hiring and firing activities, although often the supervisor requires the
managerial approval of all new hires or terminations.

CHALLENGES OF SUPERVISION
It is important in educational administration to ascertain that educational activities
are carried out in accordance with the laid down educational goals and objectives.
Hence, supervision, whether it is internal or external should be seen as a conscious
effort directed towards finding ways of improving the outcome of each school or
educational institutions.
 Perception of Teachers towards Supervision
School-based supervision aims at improving the quality of children‟s education by
improving the teacher‟s effectiveness. the improvement of the teacher learning
process is dependent upon teacher attitudes towards supervision. Unless teachers
perceive supervision as a process of promoting professional growth and student
learning, the supervisory exercise will not have the desired effect. The need for
discussing the lesson observed by the teacher and the supervisor is also seen as vital.
Classroom observation appears to work best if set in a cycle of preparation,
observation and feedback, hence the need for the supervisor and supervisee to work
hand in hand before and even after the observation process. In doing all these,
teachers must feel that the supervisor is there to serve them and to help them
become more effective.
 Lack of Adequate Training and Support
Supervisors need continuous and sufficient training to carry out their responsibility
effectively. Training programs of supervisors aimed at providing necessary skills for
supervisors and make them better equipped at doing their job. lack of training for
supervisors, weak relationship between teachers and supervisors and lack of support
for supervisors from higher offices affect the supervisory practice in the school.
 Excessive Workload
The school level supervisors (principals, vice-principals department heads and senior
teachers) are responsible to carry out the in-built supervision in addition to their
own classes and routine administrative tasks.
 Inadequate Educational Resources
There can be no effective supervision of instruction without adequate instructional
materials. Materials like supervision guides and manuals have their own impact on
supervision work. On the other hand, the absence of a specific budget for
supervision and support is another critical problem that negatively affects the quality
of supervision. Lack of enough budget results the incapability to run supervisory
activities effectively such as in-service training programs for teachers and visiting
other schools for experience sharing.

AIMS AND OBJECTIVES OF SUPERVISION

 The aims and objectives of supervision are as follows:
 The primary aim of supervision is to aid teachers to become self directive.
 To provide a safe, supportive opportunity for individuals to engage in critical
reflection in order to raise issues, explore problems and discover new ways of
handling both the situation and oneself.
 To help teachers to learn about their problems and provide useful methods to
overcome these problems.
 To help teachers to identify their duties.
 Improving teaching methods and techniques.
 To train and motivate teachers.
 Evaluate teaching methods and provide performance standards for teachers and
other employs.
 Utilizing newly discovered principle of group dynamics.
 Locating and utilizing community resources.
 Evaluate their own teaching company.

Significance of Supervision
 Supervision is an essential component of practice in social work and social care, not
just for frontline staff, but at all levels in an organisation
 Effective supervision provides a safe space for workers to reflect on their practice, as
well as to develop skills and knowledge
 The delivery of supervision is heavily dependent on the organisational context
 While the evidence base on supervision is limited, the available evidence points to
good supervision being associated with job satisfaction, organisational commitment
and retention of staff.
 The dynamics of supervision can be extremely complex, and delivering effective
supervision is a skilled task which requires support and training for supervisors.

Reference
https://www.iriss.org.uk/resources/insights/achieving-effective-supervision
https://www.thebalancecareers.com/supervisor-2276098
 LAHORE COLLEGE FOR WOMEN UNIVERSITY

HOME ECONOMICS EDUCATION,ADMINISTRATION AND

SUPERVISION

(MISS MEHREEN EJAZ)

HOME ECONOMICS DEPARTMENT

SEMESTER – 5

THE NATURE OF SUPERVISION, AIMS AND OBJECTIVES OF

SUPERVISION

06-NOVEMBER-2018
 GROUP # 1
NAMES ROLL NO
AIMEN HAFEEZ 211651001
AIMEN SALEEM 211651002
AMIMA RASHID 211651003
AMNA MOBIN 211651004
AMNA RAJA 211651005
AROOJ NASIR 211651008
AYESHA IKRAM 211651010
AYESHA MAJEED 211651011
AYESHA SHABBIR 211651012
AYESHA ZAHEER 211651014