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Unit 19: Planning and Organizing Supervisory Activity

concept of supervision is that it is experimental in nature. “One of the foundation stones of the Notes
emerging philosophy and practice of supervision is the belief that current practice should always
be questioned, examined, evaluated, and placed under the searching light of critical analysis
and that such analysis should be applied to supervisory practice itself.” This is necessary because
educational workers have to perform work of a highly creative type. “To study and to understand
thoroughly statements of values and of general principles and then to translate these into
workable and successful techniques of action, requires a highly creative mind.” Dewey, too, is
of the opinion that useful and usable material comes only out of critical thinking. “The skill at
the ready command of intelligence is the skill acquired with the aid of intelligence ; the only
information which, otherwise then by accident, can be put to logical use is that acquired in the
course of thinking.”
4. The supervisory programme should be flexible : The experimental approach in planning implies
that decisions are not final. Plans have to be modified in the light of experiences gained. The
situation is ever changing. This necessitates constant adjustment and modification in the
programme. In other words, the supervisory programme should be flexible. Easy channels for
free and frequent contact and communication between the members also help flexibility because
mutual consultation and re-adjustment become easier. It is also necessary that the objectives
should be definite and small in number. The plans should also be made simple. At the same
time uniformity and standardisation must be avoided.
5. The Supervisory Programme should provide for its own appraisal : The programme should
have a built-in system of evaluation. It should lay down in advance the evidence that would be
regarded as a proof of its efficiency, i.e., the criteria of its effectiveness should be laid down
beforehand. What objective observations, what test scores, what changes in pupil behaviour
and teacher behaviour would be regarded as indicators of the success of the supervisory effort
must be decided in advance at the time of planning. Evaluation is necessary and this too should
be done cooperatively.

To increase flexibility co-operative planning is essential, because then the group
understands the aims and purposes to be achieved and the members are able to
adjust and re-adjust the programme according to the needs of the situation.

19.4 Steps in Planning the Supervisory Programme

The purpose of supervision is continuous improvement of the educative process. This requires
appraisal of the current teaching-learning situation planning for progress. For this, the following
steps are necessary :
1. Evaluation of the educational prodeuct : At the time of policy-making and before launching
the educational programme we should, formulate the aims and objectives in terms of pupil
growth and achievement. The generallyaccepted outcomes of education are knowledge and
understanding, skills and abilities, interests and attitudes, appreciations and values, and
application and transference of learning and experiences. Pupil growth and achievement are
based upon their nature and needs, capacities and activities. The educational product should be
evaluated from time to time in the light of the previously defined objectives. For surveying and
appraising these we have to set-up appropriate criteria and devise and employ tools and
procedures of appraisal of all these things. There should follow an analysis of the conditions
and the pupil’s reactions to the educational programme. Suggestions for improvement should
be invited from all the concerned persons including the pupils.

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