Republic of the Philippines University of Northern Philippines Graduate School Tamag, Vigan City EDAD 310 THE IMPROVEMENT

OF SUPERVISION AND INSTRUCTION LUBETH R. CABATU Student DR. ROSA R. DE PERALTA Professor HELPING TEACHERS EVALUATE THEMSELVES (Evaluation of Instructional Skills)

Introduction No aspect of teaching can be more threatening to teachers than evaluation of their performance. No aspect of administration can be more agonizing for a conscientious administrator than evaluation of teachers. Although teachers need to develop an attitude receptive to evaluation as a means of improving themselves and the profession, schools need to devise ways to evaluate teachers that are feasible, fair, humane, and as objective as possible. In this topic we will examine the complex problem of evaluation of teacher performance - that is both evaluation of instruction and evaluation of the instructor.

WHAT IS EVALUATION OF INSTRUCTION? Evaluation of instruction means the appraisal of the effectiveness of the instructional skills and strategies chosen by the teacher. Evaluation of the instruction means an assessment of the teacher's classroom performance, his/her effectiveness in employing the skills and strategies selected and certain personal and professional attributes. A full developed program of teacher appraisal consists of three components: 1. Summative Evaluation is the annual assessment done by the administrator not only for the purpose of improvement of instruction but also and primarily for making decisions on re-hiring, tenure, advancement to leadership positions, and in those situations that have it, merit pay or entry and advancement on the career ladder. Formative evaluation is the ongoing assessment of teacher performance. Administrators and supervisors visit teachers periodically, observe their classes, and confer with the teachers for purposes of helping them to improve their instruction. Self-evaluation is where the teachers make an appraisal of her/his own performance and means by which supervisors can help them to do so.

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The supervisor must possess the ability or skills necessary to encourage teachers to look at their own behavior with a view to improving themselves.

Among the notions teachers hold about evaluation of their behaviors are the attitudes that: 1. Made them feel nervous that their administrator will discover their negative performance. 2. Fear that this will be the avenue for their superiors to get even with them by lowering their grade in their performance 3. Made them feel excited that their administrator will discover their positive performance. 4. Made them feel good because this will be the avenue of knowing their strength and weaknesses for further development of their performance. Because of the antagonistic attitudes and fears of teachers toward evaluation, the supervisor's primary role in the evaluation of teacher competence should be one of helping teachers to evaluate themselves rather than one of evaluating teachers. Competencies to be Evaluated Among categories of behavior that appear on instrument that assess teacher performance are: 1. Instructional skills 2. Personal traits 3. Professional attributes

Examples of Teacher Evaluation Instruments 1. PAS FORM B-2(Performance Appraisal System for Teachers and Master Teachers) INSTRUCTIONAL COMPETENCE (70%) A. Lesson Planning and Delivery (45% for Teachers) Assessment of learners, learning outcomes and lesson Management of time and learning environment B. Learners Achievement (20% for Teachers) C. School, Home and Community Involvement (5%) 2. 360 Feedback 360 degree feedback involves an employee receiving feedback from a variety of sources, which might include staff reporting to the position colleagues and clients. This information is used to identify strengths and development needs.
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Components of the 360 degrees Feedback 1. 2. 3. 4. 5. 6. Achievement focus = level of initiative and motivation to achieve goals, sound judgments and decisions, problem handling and flexibility Planning and decision making Resource Management Performance Management and Improvement Relationships Managing Change

3. NCBTS (National Competency Based Teachers Standard) NCBTS is an integrated theoretical framework that defines the different dimensions of effective teaching, where effective teaching means being able to help all types of students learn the different learning goals in the curriculum. Why do we need the NCBTS? To direct teachers into a more effective teaching and learning process Reconcile the expectations from the teachers by the public It is composed of domains and and under each domain, there are strands and at the lowest level of the hierarchical organization, under the strands, specific indicators are defined. These indicators are concrete, observable, and measurable teacher behaviors, actions, habits, actions, routines, and practices know to create, facilitate, and support enhanced student learning. DOMAIN is a distinctive sphere of the teaching-learning process, and is also a well-defined arena for demonstrating positive teacher practices. STRANDS refer to more specific dimensions of positive teacher practices under the broad conceptual domain.

Domains of the NCBTS 1. Social Regard for Learning It focuses on the ideal that teachers serve as positive and powerful role models of the values of the pursuit of learning and of the effort to learn, and that the teachers actions, statements, and different types of social interaction with students exemplify this ideal. 2. Learning Environment. It focuses on the importance of providing for a social and physical environment within which all students, regardless of their individual differences in learning, can engage the different learning activities and work towards attaining high standards of learning. 3. Diversity of Learners It emphasizes the ideal that teachers can facilitate the learning process in diverse types of learners, by first recognizing and respecting individual differences, then using knowledge about students differences to design diverse sets of learning activities to ensure that all students can attain appropriate learning goals. 4. Curriculum It refers to all elements of the teaching-learning process that work in convergence to help students attain high standards of learning and understanding of the curricular goals and objectives. These elements include the teachers knowledge of subject matter, teaching-learning approaches and activities, instructional materials and learning resources. 5. Planning, Assessing and Reporting It refers to the aligned use of assessment and planning activities to ensure that the teachinglearning activities are maximally appropriate to the students current knowledge and learning levels. It focuses on the use of assessment data to plan and revise teaching-learning plans, as well as the integration of teaching-learning activities. 6. Community Linkages It focuses on the ideal that school activities are meaningfully linked to the experiences and aspirations of the students in their homes and communities. It focuses on teachers efforts directed at strengthening the links between school and community activities, particularly as these links help in the attainment of the curricular objectives

4. QCE of the NBC No. 461 Four Fold Evaluation (peer, self, student, supervisor) Components of the 360 degrees Feedback 1. 2. 3. 4. Commitment Knowledge of the Subject Teaching for independent learning Management of Learning

APPROACHES THAT INSTITUTE TEACHER EXAMINATION OF THEIR OWN COMPETENCE To institute teachers' examination of their own competence the supervisor may take an approach that consists of the following three stages: 1. 2. 3. Examination of teacher performance in general terms, that is, analysis of the teaching act in a theoretical context. This is accomplished by study of the literature and other selected media on teaching. Examination of the performance of other teachers both inside and outside the school system. This is accomplished by the use of audio and visual media and by teachers visiting each other's classrooms. Examination of the teacher's own performance. This is accomplished through the use of both written materials and other selected media.

Models of Teaching The study and recognition of models of teaching can be used by the supervisor to recognize teacher performance. A model for teaching is a plan or pattern that can be used to shape curriculums, to design instructional materials, and to guide instruction in the classroom and other settings. Bruce Joyce describes twenty models of teaching grouped into four categories: social models, informationprocessing models, personal models, and behavior models. Included are: 1. The teacher as lecturer.

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The teacher as expert resource person. (shares information about content and sources) The teacher as facilitator. (provides resources and direction to learners) The teacher as counselor. (sees the personal development of the learner as more important than the content) The teacher as a leader of group meetings. (serves as master of ceremonies, the chairman of the group, directs activities, encourages participation) 6. The teacher as tutor. (engages in instruction on a one-to-one basis) 7. The teacher as manager of mediated instruction (selects various media, arranges for their use, and follows up the mediated presentations with discussion and evaluation) 8. The teacher as laboratory supervisor. (Laboratory approach to instruction - experimenting, constructing, researching, etc.) 9. The teacher as programmer. (writes specific programs which the learners work on individually or in groups - use of computers is big) 10. The teacher as manipulator of the learning environment. (Manipulates the stimuli in the classroom environment; gives and withholds reinforcement for specific kinds of learning that the students are attempting.) A productive in-service program would lie in the identification and analysis of various models of teaching. After a study of models of teaching, the supervisor may turn the external analysis of models into an internal analysis by asking teachers to describe and classify their own models.

Suggestions for Helping School Administrators and Supervisors in Developing and Carrying out a Program of Evaluation 1. Sharing in the goal-setting process. School administrators and supervisors assist teachers in formulating goals for instructional improvement by working closely with them. They can help to keep goals realistic and in focus, and point out limitations and problems that need to be faced. 2. Helping readjust goals. The modification of goals is part of the problem-solving process. Thus goals must be continuously subjected to scrutiny and re-evaluation. 3. Promoting creative thinking and action Teachers are to be given suitable opportunities and adequate encouragement to try something new. 4. Facilitating the gathering of evidence This can be done by placing at the disposal of the staff appropriate means of gathering data, such as tests, records, equipment, and personnel. 5. Finding or developing measurement techniques 6. Promoting good communication School administrator and supervisor will participate frequently with teacher groups in their common effort to improve instruction 7. Facilitating appropriate publication Publication of the activities involved in evaluation is one aspect of the total program. It may take such forms as committee report, a teachers guide, or a course of study. Publication should not be viewed as the end product of the curriculum improvement project. It is the beginning of implementation. Summary Evaluation is one of the conditions essential to a program of instructional improvement. It is the means by which quality may constantly be improved. Evaluation is concerned with both process, which is the skill with which staff members work together on instructional problems, and product, which refers to the changes in the growth and development of children as a result of instruction. All in all, when we as supervisors help our teachers develop the skills for self-evaluation; our jobs become that much easier, for the teachers know themselves better than anyone else.

References: Naval, Administration and Supervision for Philippine Schools Gregorio, Herman C., School Administration and Supervision