INDUCTION TRAINING PROGRAMME FOR �PRINCIPALS�ZIET MUMBAI
ACADEMIC SUPERVISION & MONITORING
(PIMS DOCUMENTATION)
Supervision:
CRITICAL WATCHING & DIRECTING OVER A LONG PERIOD
Process of over seeing the work of subordinates to ensure that they are working according to the plans and policies of the organization
Act of guiding and assisting contineously to improve knowledge and skill of staff and hence their work performance.
It also Encourages to open two way communications and builds team appraoches that facilitates problem solving
It is a process of critical watching and directing over a long period
Why Supervision
To assist teachers in self evaluating using the supervisors inputs
To ensure the plans, policies and programmes of the organization are implemented in the true spirit so as to ensure the targets/goals are achieved .
Effective supervision is the glue that holds together individual teachers needs and school/organizational goals.
Why supervision
The improvement of teaching and learning is the general purpose of supervision. A basic idea of supervision is that a teacher's instructional behavior affects student learning. An examination of instructional behaviors can lead to improvement in teaching and learning.
Objectives
(i) To observe the functioning of the Kendriya Vidyalayas in different areas namely, Infrastructure, Academic, Administrative, Finance, Planning, Efforts, Achievement, Recognition and feedback from various stakeholders.
(ii) To verify the actual status with the Vidyalaya Plan prepared by the Principals in terms of :
a) Targets
b) Efforts
c) Key result areas
d) Major achievements
e) Major deficiencies
Objectives
(iii) To identify the strong and weak areas of the Vidyalaya in terms of academics/infrastructure.
(iv) To link the progress made by the KV in the light of the suggestions made by the inspecting team and the commitments made by the Principal during the previous supervision.
(v) To facilitate self development through setting benchmark for continuous progress
Objectives
(vi) To inform the KVs about the innovative practices, achievements made by other KVs, Educational Institutions in various areas.
(vii) To sensitise the teachers, staff and Principal on various issues related to the functioning of the school.
(viii) To promote model teaching lessons etc. to the teachers
Objectives
(ix) To identify grey areas of teaching learning processes and suggests measures for improvement
(x) To evaluate, not only the teaching – learning process but also the learning outcomes at each level as decided by the NCERT document.
(xi) To motivate the teachers to use multiple methods, tools including activity based teaching, ICT, TLM etc. more appropriately and meaningfully.
Objectives
(xii) To assess the implementation of various ongoing programmes and their impact at
ground level.
(xiii) To interact with the various stakeholders namely the students, the parents, the Vidyalaya Management Committee & the local community to have a fair view about the functioning of the KV and incorporate their constructive/healthy
viewpoints.
Objectives
(xiv) To verify whether the expected learning outcomes of the students are up to the optimum level through various measures such as:
(i) Checking of assignments/home work/ projects- whether they are really done by the students by checking random samples of their records.
(ii) Interaction with the students on the lessons already taught.
Objectives
(iii) Question answer sessions- written/ oral with the students to gauge their competence in various areas such as: Language, spelling, pronunciation, word meaning, grammar, creative writing, comprehension ability etc.
(iv) In the subject of Math, problem solving ability, knowledge of concepts, formulae and their application.
Objectives
(v) In social studies and Science, knowledge and understanding of key concepts, their relevance with real life experiences, etc. on the items learnt.
(vi) The learning outcomes of students should be recorded in teacher classroom observation and appropriate suggestion in clear terms to be
mentioned there on itself.
Objectives
(xv) To supervise the teachers in their classroom and to provide suggestions for further improvement.
(xvi) To supervise the Vidyalaya premises and review proper upkeep of the building and the infrastructure with special reference to safety, cleanliness, aesthetics and other related areas.
Areas for School Supervision
AREAS OF CLASS OBSERVATION
Note book correction
Lesson Planing
Communication
Instruction
Instruction .....
Instruction....
Assessment
Intra school Supervision
Effective intra-school supervision is based on identifying certain areas that if well supervised, would help improve the quality of school education.
The lesson plan is a reflection of the level of preparedness as well as the effort the teacher made in gathering information for the lesson. So a poorly written lesson plan not only indicates the quality of the teacher, but also the level of commitment to his primary task of teaching.
ii. Lesson Presentation
Teaching is said to be effective if the desired objectives are achieved. The school principal is required to carefully pay attention to the following areas:
a) The introduction of the lesson and the teacher’s ability to maintain students’ attention throughout the duration of the lesson,
b) The teacher’s voice quality, speech, clarity of expression, intelligibility and appropriateness of language, effective use of learning materials such as audio-visual aids and chalkboard, etc.,
c) Teacher’s knowledge of the subject matter in terms of structure and sequence,
d) Use of classroom management techniques including skills in affecting student’s participation in class activities.
iii. Reference Materials
The use of appropriate reference materials such as textbooks, scheme of work and syllabus cannot be overlooked. The principals must look into the following:
a) The duration of item or topic.
b) The relevance and logicality of the materials used,
c) The sequence of presentation of contents, etc.,
d) Use of current as opposed to obsolete materials.
iv. The Relationship between Teacher and Student
Without doubt, a harmonious interpersonal relationship between teachers and students could stimulate learning and attainment of educational goals. In this regard, the supervisor must seek for genuine love and concern, positive and acceptable disposition between and among the teachers and students.
v. Classroom Management
Effective classroom management facilitates teaching and learning process. The principal or other appointed school personnel must be conversant with the following:
vi. Personality of the Teacher
Teacher’s personality includes among things his emotional status, appearance, intelligence, leadership skills, communication skills, etc.
SUEPRVISOR TO DO
A supervisor must give training to teachers in many areas. –
Expected outcomes
On the Teachers.
a) Identifying teachers and non-teaching staff who need training.
b) Identifying teachers and non-teaching staff who need counseling.
c) Identifying teachers and non-teaching staff who deserve disciplinary action.
d) Identifying teachers and non-teaching staff who need recognition/awards/ promotions.
Conclude
Teaching
LEARNING
EFFECTIVENESS OF THE SYSTEM