Page 238 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Educational Management

Notes 18.2 Methods of Supervision

The instructional plans can be actualized and will result in certain learning outcomes for students
by the valid supervisory methods. Without methods, it is impossible to know to what extent one can
attribute certain learning results. Without methods, the supervisor cannot make meaningful
judgments about what procedure to continue or discontinue. To actualize the “engagement
opportunities for students”, the supervisor should follow the following methods.
Collaborative Supervision

Collaborative supervision is a recent idea. It developed with a view for cooperative help, sharing of
ideas, coordination etc., in the process of supervision. It recognised that the supervisors are specialized
and competent workers. But they cannot be competent in all the areas. The titled supervisors may
not be available in large numbers. Therefore, it is proposed that the competence of the titled
supervisors and non-titled supervisors be utilised to collaborate with individuals needing
psychological and technical support. Therefore the management should facilitate this method of
supervision.
Scope of Supervision
The educational institution is assumed to be a sub-system of a group of interdependent parts which
exist for the purpose of contributing to the overall goals of the organisation. The organization of a
particular school is the major factor in determining the special characteristics of supervision. This
organisation involves both the human and material elements, for the improvement of the quality of
learning for the students. This is done through the following functions which come under the scope
of supervision.
(1) Technological and Psychological Support System for Teachers.
(2) Supervision of Curriculum Design.
(3) Continuing Professional Development of the Staff.
(4) Evaluation of Teaching-Learning Process.
(5) Selection, Allocation and Development of Materials and Equipment of Instruction.
(6) Research Programme.
(7) Dissemination of knowledge.
(8) Supervision of Co-curricular Activities, and
(9) Supervision of School Records.
(1) Technological and Psychological Support System for Teachers : Development of human
resources in the teaching situation requires efficient supervision of instruction. To utilize the
instructional supervision personnel effectively, there should be proper consideration of their
function, allocation, organizational structure, roles authority, needed specialization etc. They
should be provided with improved materials of instruction, new instructional media etc., as a
technological support system after proper supervision. Again the technological and psychological
support can be provided to the teachers through cooperation with institutions of higher
education, studying, analysing, interpreting and implementing community expectations of the
individual programme providing a providing a programme of professional growth for the
staff, evaluation of the effectiveness of the educational programme and the extension of school
developed educational opportunity. If the teaching staff fulfils its mission through psychological
and technological support, it will proceed with a definite programme.
(2) Supervision of Curriculum Design : Supervision of curriculum design is essential for the
improvement and development of curriculum. Most of our schools neglect this.

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