Академический Документы
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Supervision
Presenter
Muhammad Abrar Khan
M.Phil Student
Under Guidance of
Prof: Dr. Umar Ali Khan
Presentation Objectives
Detail
Kadushin, A.E. (1992). Supervision in Social Work. New York: Columbia University
Press.
“It is a planned activity that aims at
qualitative aspect of the schools by
helping teachers through support and
evaluation”.
Detail
In education, Academic Supervision is defined
as:
“It is the process of bringing about
improvement in instruction by working with
people who are helping the pupils. It is a
process of stimulating growth and a means
of helping teachers to help themselves. The
supervisory program is one of instructional
improvement.”
(Spears)
Administrative Functions
• Staff recruitment and selection Definition
• Staff orientation and placement
• Work planning
• Work assignment
• Work delegation
• Monitoring, reviewing and evaluating work
• Coordination of work
• Communication
• Administrative buffer (Defense, Shield)
• Community liaison
Kadushin, A.E. (1992). Supervision in Social Work. New York: Columbia University Press
Educational Functions
• Kadushin, A.E. (1992). Supervision in Social Work. New York: Columbia University
Press
Supportive Functions
Provides psychological and interpersonal "supplies“
that strengthen capacity of worker to deal with
• Job demands
• Job stresses
• Workplace tensions
These include:
• Encouragement
• Recognition
• Approval
• Opportunity to "vent“ (Expression of ideas)
• Perspective
• Flexibility
6. Professional development
Go to Definition
Five Tasks of Supervision that Impact Instructional Improvement
Prerequisites Function Tasks Unification Product
Direct
Assistance
Knowledge
Group
Development Organizational
Goals
Supervision
Evaluation Evaluation
• Monte, S. N (1960) “ Are classroom visits worthwhile” .
The clearing house xxv. 41.
• Edwin, H.R (1963). Supervision in the Elementary Schoo
• Bostin Hougton Mifflin , L. K. (1961) Supervision in Action
Washington , D.C .
• Association for supervision and Curriculum Development
pp 56.
• Harold Spears (1963) . Improving the supervision of
Instruction Englewood Cliffs,
• New Jersey: Prentice – hall Inc. pp 62.
School Principal As Change Leader
Understanding the Change Process
Every change leader knows that effecting
change in a School, college or university is
an art, not a science. Complexities arise from
The traditions and history of the institution,
external and internal pressures, competing
constituencies, the loose connections among
units, and pressing questions with no
immediately clear answers.
Institutions struggle with two different issues
related to change. The first issue concerns where
the change has originated, whether by the
institution’s positional leaders, a small innovative
group of school stakeholders, or some
combination of the two Change directed from the
top generally happens more quickly than that
Which percolates up from the bottom,
The second issue, which arises after a
change initiative is identified, concerns who
involved and how. These kinds of complexity
make change in higher education an exciting,
unpredictable, and difficult undertaking.
The Challenge/characteristics of Change