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Introduction
a. Definition
School heads shall be both an instructional leader and administrative manager.
Instructional Leadership is the management of the school's process of producing
and providing an appropriate teaching and learning environment to improve the quality of
instruction. In this regard, principals must lead the way in using more effectively the school's
available resources (personnel, time, space and materials) in enhancing pupil achievement.
This consist direct or indirect behavior that significantly affect teacher instruction which
results to student learning (Daresh and Playko, 1995)
Staff development:
Something the teachers do for themselves.
Assumes need for people at work to grow and develop on the job
Assist teachers in personal change- ( the ability to see themselves)
Renewal concept: teachers continually revisiting and reflecting on themselves.
In-service Education:
assumes deficiency in teachers and that certain skills need to be developed.
f. How can we classify teachers so that principals can coach or mentor those who most
need help?
SUGGESTED PARADIGM OF TEACHER CATEGORIES
After classifying the teachers in her school, how can a principal help those who are in need
of help?
g. Conducting classroom observation and clinical supervision
1.1. Classroom Observation Cycle :
1st: Orientation Meeting: Principal and teacher review the purpose and procedure of
classroom observation.
2nd: Pre-observation Conference: Principal discusses with the teacher the details and
goals of the observation as well as the materials needed in advance.
3rd: Announced Classroom Visits: These are announced classroom observations.
4'h: Unannounced Classroom Visits: Principal observes teaching and classroom
management behavior under natural conditions.
5'h: Post-observation conference. Principal and teacher analyze the findings and data
from the observation.
6'h: Summative Evaluation: Includes agreed upon job improvement targets resulting
from two or three observations done during the year.
1.2. Exploration Conferences:
During the conference, the teacher is encouraged to discuss his/ her plans, hopes
and dreams for the year.
Possible Trigger Questions:
a) How do you plan to deal with clarifying homework! assignments?
b) What problems do you foresee in implementing the curriculum/ program?
c) How will you assess the reading ability of your class?
d) What reading materials will you use with low-level groups?
1.3. Informal Visits:
II.
Mentoring Teachers on their Identified areas for Development
e) simply one to one meeting to support the teacher in her desire to improve his
personal situation.
3. to continue learning, mentees must also be willing go commit to the time it takes to
work with someone else.
4. to see his/her role as that of a learner, a lifelong learner.
Remember: Behind every successful person , there is someone, somewhere,
somehow who cares about his growth and development. This person is the mentor.
b. Did the practice of "science teaching" improve, such as on the questions asked
by teachers , on the activities engaged by teachers, on the learning
c. What re-planning is necessary? What further alternatives are appropriate to
improve the teaching of the subject and its effects on the learning achievement?
d. Write a statement synthesizing your conclusions. Then draw implications for your next
step or action.
5th Replanning: The researcher work through the cycle again: Planning, Acting, Observing and
Reflecting.
b) What are the Steps in a Problem Based Action Research Process?
1st: Problem/Difficulty Identification. This can proceed in different ways : in individual or
group conferences where identification of problems and difficulties is in the meeting
agenda.
2nd: Problem/Difficulty/Need Analysis. This involves several types of activities:
a. analysis of causes and consequences of the problem/s or difficulties mentioned.
b. examination of the assumptions made;
c. study of the research data available;
d. securing some preliminary data so as to clarify the issue.
Example: Why teachers use only lower level "what" questions and skip asking higher
level questions " Why';"How';"What if"
3rd: Formulating Hypothesis: Involves stating or suggesting tentative ideas about the factors causing
the problem.
For example : Language difficulty may be the reason why teachers do not use higher
level questions. Or it can be lack of training of teachers on higher level skills; or lack of
instructional strategies.
5th: Evaluation: The action researcher assesses the result of the experimentation and
determines the extent to which the problem is solved by the action taken.
e . Adjustments
Go to the next higher skill or
Reteach using different materials or strategies or
Provide reinforcement/ enrichment or
Do remediation based on the results of the formative test evaluation.
1. Stakeholders in every school use the results of school assessment as their platform for
identifying and implementing school or community actions for continuous and
accountable improvement of school quality.
2. The assessment process leads to formulation of a social contract between the school
and the community , with the support of educational authorities.
3. Activities are geared to get every stakeholder to take collective responsibility for their
own school's educational performance.
For example :
In a classroom examination, the norm group will be other persons taking the same
course; in an intelligence test, children of the same age.
In a class of 50 learners, an individual's score may place him in the third or fourth
in relation to the performance of the whole class. The learners are ranked in order of their
achievement, based on the total scores in the test.
Manages the introduction of curriculum initiatives in line with DepED policies (e.g. K to
12, Madrasah, MTB-MLE, etc.)
Works with teachers in curriculum review
Enriches curricula offerings based on local needs
Manages curriculum innovation and enrichment with the use of technology
Organizes teams to champion instructional innovation programs toward curricula
responsiveness.
X. Conducting Instructional Supervision
Instructional supervision is characterized by assistance, guidance, sharing of ideas,
creation of facilitation to help teachers improve learning situation and quality of learning in
school.
Prepares and implements an instructional supervisory plan
Conducts instructional supervision using appropriate strategy
Some support interventions are:
Job-embedded Learning
Refers to professional development that occurs during the course of one’s work,
where daily access to necessary materials, knowledge and assistance are readily
available.
Types:
1. Study Groups- a group of teachers interested in collegial study and action.
They meet to study and support one another as they design curriculum and
instruction innovations. Teachers develop a shared understanding about
topics such as values, pedagogy and learning. At maybe conducted in the
school at least twice a month.
2. Peer Coaching- two teachers (at times 3 or more) come together, share in
convention about their teaching practices, observe each other’s classes,
observe one another’s classrooms with the school head and then reflect and
refine their practices.
3. Conferencing- a follow-on conference between a school head and a teacher. If
correctly employed, it gives each teacher the special help needed to become
proficient in self-analysis, self- appraisal and self- improvement.
4. Walk through- a process of visiting classrooms for short period of time of 5-15
minutes, where the instructional programs is observed, feedback is provided
to teachers, students talk about what they are doing, and data is gathered to
inform curricula decisions. (Walker, 2005)
Tools:
_____________________ ____________________________
1. What did your learners gain in your lesson in terms of Knowledge, Skills and Attitudes
(KSAs)?
2. How did you work in learners gain in KSAs?
3. What did your pupils/ students do in order to gain/ learn the KSAs?
4. Were you able to accomplish your lesson objective? , etc.
What to observe
____________________________ _______________________________
Name & Signature of the observer Name & Signature of Teacher
Date: _______________________ Date: ___________________________
Evaluates lesson plans as well as classroom and learning management.
For Lesson Plans:
As to congruency of materials, strategy, formative evaluation to objective/ competency
sufficiency of materials, exercises, assessment
relevance of materials, lessons, exercises, etc.
Provides in a collegial manner timely, accurate and specific feedback to teachers’ regarding
their performance
Provides technical assistance and instructional support to teachers
Practice Test
Instructional Leadrship
1. Which of the following is the most important role of the school head?
A. Prepare the school improve Plan
B. Use effectively the school’s resources
C. Plan and implement school and programs and projects
2. Among the following school heads spends the ideal time allotment for instructional and
administrative supervision?
A. i and ii only
B. i and iii only
C. i, and ii, and iii only
D. i, ii, iii and iv only
13. What does it means to be open to the mentoring process?
A. Mentor must see his/her role as that of a lifelong learner
B. The mentee must view his/her role as a partner to his/her mentor in pursuing
effectiveness and fulfillment
C. Mentee must also be willing to commit to the time it takes to work with someone
else
D. Mentee is willing to receive inputs from the mentor.
14. Why do assessment and supervision complete a cyclical process in mentoring?
A. It starts with discussion, then observation and setting of targets
B. Targets are set after observation and plans made for the future
C. After observing the mentee, the mentor writes a brief summary of what was
observed
D. The observation ends inside the classroom
15. What can a mentor observe only a part of the lesson?
A. In the mentor is busy with other concerns
B. If the mentee shows signs of resistance
C. If the mentor wants to have a clear idea of how the mentee is progressing
D. When the mentor has a specific focus for the observation
16. Which of the following statements is NOT true about action research?
A. It investigates action or activities which are experienced by teachers, supervisors or
administrators.
B. Results are valid only in a particular place and are not meant to apply to other
situations
C. It is a scientific approach aimed at rating teachers.
D. It aims to solve a specific or practical school problem
17. Which kind of action research is controlled research on the relative effectiveness of
different action techniques?
A. Diagnostic
B. Participant
C. Empirical
D. Experimental
18. Which of the following can be source of data for an action research?
i. Diaries
ii. Portfolio
iii. Interviews
iv. Field notes
A. i and ii only
B. ii and iii only
C. i, ii and iii
D. i, ii, iii and iv
19. the fourth step in a problem based Action Research is:
A. Problem/ difficulty Identification
B. Problem of difficulty/Need of Analysis
C. Experimenting and Action
D. Evaluation and assessment
20. Which steps in a Problem-Based Action determines the extent to which the problem is
solved?
A. Need Analysis
B. Evaluation
C. Problem Identification
D. Formulating Hypothesis
21. In the school wide student assessment program, what should be done with learners
diagnosed with learning problems?
A. Give program Interventions
B. Give formative tests
C. Identify their entry skills
D. Use the authentic assessment
22. Which of the following statements best describes norm-referenced testing?
A. The items constructed based on criteria then the learners performance is referenced
to a group that shares certain characteristics with the learners
B. The items are directly relevant to the learning outcomes with very easy and very
difficult items included.
C. The scores provides information on how well the objectives are learned
D. A and C
23. To which competency indicator can we include the activity on performing roles of a
change agent?
A. Planning innovative school programs, projects and activities
B. Implementing school programs, projects and activities
C. Evaluating school programs, projects and activities
D. Introducing innovations in the school.
24. In which step is communicating with different publics?
A. Planning School Programs
B. Implementing School Programs
C. Evaluating School Programs
D. Introducing change
25. Which of the following is one way of making use of assessment results?
A. Rate performance of teachers
B. Improve the learning environment
C. Improve learning of pupils and students
D. Rate achievement of pupils and students
26. What kind of culture should SHs develop in adopting existing programs?
A. Basic literacy
B. Multiliteracy
C. Quality and excellence
D. Functional literacy
27. With whom should SHs work in implementing programs for instructional improvement?
A. Teachers
B. District Supervisors
C. Assistant Superintendent
28. Which of the following is NOT a characteristic of instructional supervision?
A. Guidance
B. Assistance
C. Sharing of ideas
D. Dictating and Sermonizing
29. Which of the following is a process of visiting classrooms for 5-15 minutes?
A. Classroom observation
B. Checking lesson plans
C. Greeting the class
D. Walkthroughs
30. In the STAR Observation Technique, what is A?
A. Action
B. Ability
C. Addition
D. Abstraction
Key to Correction