Principles of Supervision

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Management

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Nov 24, 2024

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Principles and Techniques in Supervision of Teaching Practice Author's Name: Mboya Charles Wamba Reg: E55/CE/ 22014/2021. University Name: KENYATTA UNIVERSITY SCHOOL OF EDUCATION Master of Science in Education Management June, 2022

Principles and Techniques in Supervision of Teaching Practice Introduction:  Supervising student teachers is an essential part of teacher preparation programs because of its profound impact on future educators' professional growth and effectiveness.  The purpose of the supervisory process is to encourage self-reflection and development as a teacher by bringing together an experienced mentor or supervisor with a student teacher.  Effective supervision promotes a positive feedback loop, allowing for introspection and open communication.  It also encourages the growth of in-depth knowledge of educational theories, techniques, and instructional practices, which will be useful when student teachers enter the workforce.

Principles of Supervision 1. Clear Objective:  Having well-defined goals provides both the supervisor and the educator with a clear sense of where they must go to succeed.  Having well-defined goals also makes it easier for supervisors to give helpful feedback that may contribute to employees' development as teachers ( Waweru , 2004).  When educators have clear expectations, they may evaluate their performance, adjust their methods of instruction, and more effectively help their students learn. 2. Collaborative Approach:  By fostering an environment of open communication and mutual respect between the supervisor and the instructor, a collaborative approach helps to create a productive working relationship.  A collaborative approach suggests that administrators and educators should collaborate instead than compete.  Maintaining an open line of communication is essential to a collaborative approach. This way, managers may give employees feedback to help them develop and progress (Cooper and Donald 1996).

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Principles of Supervision 3 . Individualization:  It refers to seeing each instructor as an individual with strengths and opportunities for growth.  When offering direction and support, supervisors should consider a teacher's degree of expertise (Cooper and Donald 1996) .  . Knowing a teacher's expertise allows administrators to give tailored assistance that encourages steady growth.  When using the idea of individualization, it is also important to consider one's professional aspirations. 4. Professional Development:  When teachers approach it as a chance for professional growth, it may help them learn new techniques, strengthen their students' abilities, and deepen their understanding of teaching and learning.  To help teachers succeed, supervisors should provide them with the tools and direction they need to do their jobs.  Supervisors may encourage teachers development via reflective conversations

Principles of Supervision 5. Formative Assessment:  Formative assessment is an approach beyond simple evaluation to provide continuous feedback and encouragement for growth.  These assessments allow managers to pinpoint employees' best qualities and most pressing development needs so they may provide useful feedback.  It also includes the evaluation of student work and the examination of lesson plans. Examining lesson plans allows administrators to determine whether there is congruence between learning goals, strategies, and evaluations (Cooper and Donald 1996) .

Techniques Supervision of Teaching Practice 1.Observation:  Supervisors obtain a personal understanding of a teacher's instructional techniques, classroom management tactics, and student involvement via observation.  Significant benefits of observation is the capacity to give detailed and actionable comments.  It also promotes collaboration between supervisors and instructors 2. Reflective Dialogue  This method enhances observation by encouraging introspection and professional development.  It inspires educators to take charge of their professional growth. 3. Lesson Planning Review  Lesson Planning Review refers to a method that examines instructors' preparations for upcoming lessons.  . To better meet the needs of all students and provide an environment where everyone feels welcome, teachers regularly solicit and implement student feedback.

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Techniques Supervision of Teaching Practice 4. Analysis of Student Work:  The analysis of the student work method examines several examples and evaluations of student work. By analyzing these works, supervisors may learn a lot about their student's progress and the efficacy of their teaching methods.  It also assess how well student projects correspond to course goals. This method is useful for helping supervisors zero in on classroom strengths and weaknesses. 5. Peer Collaboration  Supervisors may provide an atmosphere where instructors can improve their craft via collaborative activities, including peer observation and criticism, co- planning and co-teaching, and exchanging tried-and-true methods.  An important part of peer collaboration is exchanging information and opinions among peers. This method allows educators to see one another in the classroom and provide helpful comments and suggestions.  Supervisors should play a pivotal role in encouraging teamwork among teachers.

Conclusion  The ideas and procedures of supervision are critical in improving teaching practice and assuring educators' professional progress.  Regarding supervision techniques, class observation enables supervisors to monitor instructors' teaching methods and offer real-time comments directly.  Reflective dialogue encourages meaningful and productive dialogues between administrators and teachers, promoting greater self-reflection and collaborative problem-solving

References Beach, D., & Reinhartz, J. (1989). Supervision: Focus on instruction. New York: Harper& Row. Cooper P. and Donald M. (1996). Effective Teaching and Learninig. Buckingham: Open University Press Glickman D., Stephen P. and Jovita M. (2001). Supervision and Instructional Leadership. London: Allyn & Bacon. Olembo J. O. et al. (1992) Education Management Waweru S. N. (2004) Open Learning Module. Kenyatta University

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