clinical supervision handbook by dr. lorenzo o. capacio

DEPARTMENT OF EDUCATION- DIVISION OF MALAYBALAY CITY

2014

Guide on Clinical

Supervision:

Preventive Approach

Developed by:

-Dr. Lorenzo Ortillo Capacio-

C L I N I C A L S U P E R V I S I O N G U I D E : P R E V E N T I V E S T Y L E D E V E L O P E D B Y :

D R . L O R E N Z O O . C A P A C I O

C l i n i c a l S u p e r v i s i o n G u i d e : P r e v e n t i v e S t y l e

D e v e l o p e d b y : D r . L o r e n z o O . C a p a c i o

DEPARTMENT OF EDUCATION Reg ion X-Eas tern Mindanao Divis ion of Malaybalay City

MALAYBALAY CITY SOUTH DISTRICT Bangcud, City of Malaybalay

GUIDE ON CLINICAL SUPERVISION PROCESS

Developed by: Lorenzo Ortillo Capacio, Ed.D.

I. What is Clinical Supervision

Clinical supervision is a formal process of professional support and learning that enables individual practitioners to develop knowledge and competence, assumes responsibility for their own practice. The purpose is to assist the principal or teacher to learn from his or her experience and progress in expertise, as well as to ensure good service to the client or learners.

The term ‘clinical supervision’ is sometimes used in the sense of the everyday supervision of a trainee’s performance. Clinical supervision according to ‘The Gold Guide’ to specialty training (Department of Health, 2007) involves being available, looking over the shoulder of the trainee, teaching on the job with developmental conversations, regular feedback and the provision of a rapid response to issues as they arise.

All trainees must have a named clinical supervisor for each post (although there may be contextual differences between specialties), who should be able to tailor the level of supervision to the competence, confidence and experience of their trainee. We can, however, use the term in a much wider sense to include all professional conversations at many different levels of practice.



Clinical supervision is increasingly being carried out as an aspect of personal and professional development in both primary and secondary care. It is an aspect of lifelong learning with potential benefits for both supervisor and supervisee.

Clinical supervision has been defined as ‘An exchange between practicing professional to enable the development of professional skills’ (Butterworth, 2001). Within the context of primary care Burton and Launer (2003) define clinical supervision as ‘facilitated learning in relation to live practical issues.’ However, Clark et al. (2006) suggest a wide definition that includes a variety of one-to-one professional encounters including mentoring and coaching.

1.1 Counselor Development:

Includes clinical supervision models; teaching and training methods and strategies; assessment theories, practices and tools; feedback purpose and process; motivational techniques to promote career development; communication processes or techniques; problem solving and conflict resolution models; theories of stress management; appropriate professional boundaries regarding clients or fellow staff; adult learning models; special populations; ethics and ethical problem solving; agency policy regarding appropriate counselor-client and supervisor-supervisee relationships



1.2 Professional & Ethical Standards

Includes public relation techniques; professional organizations, their goals and objectives; government agencies; agency, state and professional codes; route of reporting ethical violations; credentialing requirements; impact of nutrition and exercise on physical and mental well-being; stages of human development; various cultures, values and lifestyles; confidentiality laws; grievance process.

1.3 Program Development & Quality Assurance Includes developing program goals and objective; methods of

program development; program needs assessments; clinical services improvement planning; relationship building to enhance service delivery; advocacy; development and implementation of quality improvement and quality assurance processes; monitoring client outcomes; client access, engagement and retention; facilitation of staff learning. 1.4 Performance Evaluation Includes leadership styles, interview techniques, stress management, observation techniques, functional communication skills, public speaking techniques, basic teaching techniques, comprehensive assessment, career development interventions and strategies, and ways to coordinate supervision with appropriate and reasonable work assignment

1.5 Administration Includes monitoring techniques; management practices;

orientation procedures and practice; motivational skills; consultation strategies; staff development; program assessment and development methods; deference between consultation and supervision; agency’s hiring and termination policies; performance appraisals.



II. Things to consider before the conduct clinical supervision

There were lots of clinical supervision styles and approach introduced in the field of education. This model was developed by Dr. Lorenzo O. Capacio with the hope that it can help the school officials in their meadow of works.

In planning to conduct clinical supervision, the following steps are suggested;

1. Prepare a supervisory schedule in line to the supervisory schedule of the school head/principal/district supervisor.

2. Coordinate to the school head/principal/district supervisor regarding your school visit and clinical supervision.

3. The school head/principal/district supervisor will arrange

the schedule to the teacher and ask the teacher being observed to prepare 3 sets of copies of his/her lesson to be assisted.

4. The school head/principal/district supervisor should have

the copy of the lesson plan at least one day before.

5. The teacher should also have all the materials needed in the lesson at least a day before the lesson demonstration.

6. Prepare all the necessary forms, materials needed in

supervision.



II. Phases of Clinical Supervision Process

Stage 1. Pre Conference of the supervisor and the school head

During the pre-conference of the supervisor with the school head/principal they should have a copy of the lesson plan of the lesson to be observed and if possible they have also the copy of the PELC and the reference materials/text book to be used.

The supervisor and school head/principal will agree on the venue and time to have their pre-conference that will happen before the class observation takes place.

During the pre-conference to be conducted by the supervisor, these are the suggested things/ steps needed to be observed; a. The supervisor will establish rapport to the school

head/principal. How to establish rapport? Before the pre-conference between the supervisor and the school head/principal, the supervisor will set the atmosphere bringing the condition into calm, peaceful and relax.

May talk about good things that happen, achievements, etc. to ease and calm down the tense or nervous.



b. Point of discussion that needs to be discussed by the supervisor and the school head/principal

To prepare the school head/principal ready to face, provide technical assistance and assist the teacher, a pre-conference between them is needed to check the statement being use and framing of question. Example;

o How will you ask the teacher to set the target?

o How will you ask the teacher about his/her objective?

o What are your observations on the materials to be used?

o How about the strategies to be used? Is it appropriate?

o How much time allotted for that area/part of the lesson?

o What do you expect from the teacher in introducing the new topic?

o Who should state the generalization? What will be your statement to the teacher about the statement of the generalization?

o What is the ideal number of participants per group?

o How will you ask the teacher in stating the standards? Who should state the standards of the group? Why?



1. Parts of the lesson plan Objective- should be stated in behavioral term consist of 3 domains- cognitive, affective,

psychomotor SMART-specific, measurable, attainable,

realistic, time bounded PELC Based- curriculum

2. Presentation time to be used in every part of the

lesson Every part of the lesson should have the corresponding time allotment to avoid under time or overtime.

3. Lesson strategies and methods used in the lesson The strategies and the methods being used should be suited to the lesson. (See annex page)

4. Materials to be used Examine the textbook used by the teacher

if it is prescribe. Real object is suggested instead of

illustrated Use of ICT is advisable if available to

minimized expenses Availability- in the locality, common Appropriate – color, size, arrangement etc. Contextualize- a materials or setting in

locale



5. Procedure/Learning Activities-

Review – previous lesson, checking of assignments

Motivation-delivery and content should be related to the new topic, convincing and interesting

Unlocking of difficulties- simplified, meaning should be common and can be understood by the learners

Presentation of the lesson- introduce the new lesson

The use of the Teaching Approaches/Strategies/Methods- appropriate and suited to the lesson

Setting of standards-standards should be stated by the learners not by the teacher

The use of Higher Order Thinking Skills question should be given emphases

Generalization – to be stated by the learners

Enrichment activities/practice exercises-enough

Evaluation – check the number of items, does is it coincide with the objective

Assignment- for follow-up study, or the next lesson to be taken, number of items should be limited and enough



NOTE: If the focus of the observation was stated in the supervisory plan just focus also to the part that needs assistance or focus. For the beginner school head, discuss only two or three topic to discuss so with the teacher.

Stage 2. Conference of the teacher and the school head

During the pre-conference of the school head/principal and the teacher, the supervisor will only listen without any interruption of the conversation, record the important point of their conversation. Take note the statement of the school head/principal how he/she drive the teacher to come up and agree to what should be done. Have it verbatim if possible.

The school head/principal may follow the guide for the point for discussion.

During this conference, the teacher will demonstrate the lesson using his/her instructional materials and the strategies in the lesson or demonstrate only the focus of the observation.

Stage 3. Conference of the supervisor and the school head/principal

Based on the record of the supervisor, discuss only the part that needs to be improved.

Stage 4. Class observation



Class observation will be done after the pre-conference of the school head/principal and the teacher. It is expected that revision of the lesson plan will be made after the pre-conference if there are thing to be included or change. During the class observation the school head/principal and the supervisor will only observe the class demonstration of the teacher without interrupting the teacher. Record only the things that need to be improved. Observe the time started and ended, class activities, and the agreement during the pre-conference (verbatim recording is needed if necessary).

Stage 5. Conference of the school head/principal and the teacher Post conference of the school head/principal and the teacher will be done during the vacant time of the teacher to avoid class disruption at the place agreed by them. Use/fill up the Individual Teacher’s Performance Record (ITTPR). Discuss what went well and what went wrong based on the result of the evaluation (it is expected that the result of the evaluation will be brought by the teacher). If the result shows that above 75% of the learners achieved 75% proficiency level the lesson will not be re-teach. An appreciation will be given to the teacher for the effort and success he/she have done. Let the teacher affix his/her signature in the ITTPR.



Stage 6. Post conference of the school head/principal and the supervisor

During the post conference of the school head/principal and the supervisor, the supervisor will discuss the things that need to be improved by the school head/principal during the deliberation in the post conference between the school head/principal and the teacher. The supervisor will appreciate the good things done by the school head/principal to assist the teacher.

The supervisor will ask the school head/principal as to what part of the process that she/he needs to develop for the next round clinical supervision.



Annex 1-List of Sample Teaching Strategies

Teaching Strategies Accelerated or individualized math: A system of having pupil/students work at different levels individually in one classroom. They progress by passing tests for each unit and move at their own pace. Acting out a story: Having the students act out a part of a story. Using physical movement could also be used to demonstrate and improve comprehension of the story on a smaller scale with puppets, etc. but includes physical movement of some sort. Adjusted speech: teacher changes speech patterns to increase student comprehension. Includes facing the students, paraphrasing often, clearly indicating most important ideas, limiting asides, etc. Book on tape: Having students use the tapes to go over the story after partner reading, to make sure they have not missed a vocabulary word, etc. Using books on tape to enhance reading development in some way. Chunking and questioning aloud: The process of reading a story aloud to a group of students and stopping after certain blocks of text to ask the students specific questions about their comprehension of the story and some key features of the text.



Collecting anonymous student generated questions: During, or at the end of a lesson, have students write any questions that they might have on a card. Collect the cards and answer the questions without identifying a student. Students might be more willing to ask questions they have anonymously, instead of in front of their peers. Combine kinesthetic and phonemic awareness: Associating different movements with phonemes in order to anchor sounds during practice drills in order to build phonemic awareness and remembering of sounds by the students. This list of teaching strategies and activities was developed out of a focused brainstorming process conducted with general education, special education and English as a Second Language teacher in Minnesota during the 2001-2002 school year. The list represents strategies and activities that teachers report that they use (or have used) to teach middle school-aged English language learners with disabilities. In most cases, the words that the teachers used to describe a strategy or activity are what is presented here in the glossary. A few of the strategies listed have definitions taken from professional literature. In the 2004-2005 school year NCEO will conduct single- case studies with ELLs who have disabilities that will be based on selected strategies from this list. For more information see Cooperative learning A range of team based learning approaches where students work together to complete a task. Cross-disciplinary teaching on themes: Teaching similar vocabulary and themes in different classes (ex: Doing a reading on wolves in reading class while doing a unit on wolves in biology class).



Curriculum based math probes: Having students solve 2-3 sheets of problems in a set amount of time assessing the same skill. Teacher counts the number of correctly written digits, finds the median correct digits per minute and then determines whether the student is at frustration, instructional, or mastery level. Curriculum based oral reading probe: Having students read aloud three basal reader passages for 1 minute. Teacher marks the place where the student stops and then asks comprehension questions and continues to give probes until students reach frustration level as defined by reading rate and median score. Daily re-looping of previously learned material: A process of always bringing in previously learned material to build on each day so that students have a base knowledge start with and so that learned to structures are constantly reinforced. Decodable text: Using readings that contain only words the students can decode and build on that. Decoding is the ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences; also, the ac t of deciphering a new word by sounding it out. Directly teach vocabulary through short time segments: Teach vocabulary directly through listening, speaking, reading, and writing each used in short blocks of time. Students are exposed to vocabulary in different ways and movement of activities helps hold attention.



Ecological approach: Involves all aspects of a child’s life, including classroom, family, neighborhood, and community, in teaching the child useful life and educational skills. Explicit timing: Timing math seatwork in 30-minute trials that are used to help students become more automatic in math facts and more proficient in solving problems. Teacher compares correct problem per minute rate. Used to recycle materials and concepts. Explicit teaching of text structure: Teaching the parts of different types of text and making sure students understand the text structure before reading. This would include basics such as text in English is read from left to right, and also more sophisticated structures such as the structure of a fairy tale. Explicit vocabulary building through random recurrent assessments: Using brief assessments to help students build basic subject-specific vocabulary and also gauge student retention of subject-specific vocabulary. Fluency building: Helping students build fluency in frequently occurring words through short assessments and exercises that give increased exposure to high-frequency words. Graphic organizers: visual displays to organize information into things like trees, flowcharts, webs, etc. They help students to consolidate information into meaningful whole and they are used to improve comprehension of stories, organization of writing, and understanding of difficult concepts in word problems.



Hands-on, active participation: Designing activities so that students are actively involved in the project or experiment. Hands- on participation is as important as verbal participation in the activity. Individual conferencing: Listening to a student read, talking about a book, reading every other paragraph, one-on-one during independent reading time. Time to bond with a student. Opportunity to record informal assessments about a student’s progress in reading. Journal of the senses: Having students write down in an informal way (possibly even a form to fill in) what they imagine the characters in a story would see, smell, hear, taste, and feel at a certain point in the story. K-W-L: know, want to know, learned, routine. A form of self-monitoring where students are taught to list what they know already about a subject, what they want to know, and later what they learned. Literature circles/book club/small group guided discussion: Students discuss portions of books in a small group. Sometimes roles are assigned for group interaction. Students at varying levels are able to share different points about the book. Mnemonics: Association techniques used to help students remember some aspect of reading. Ex: Associating a list of irregular verbs with each of the letters in a familiar name.



Model-lead-test strategy instruction (MLT): 3 stage process for teaching students to independently use learning strategies: 1) teacher models correct use of strategy; 2) teacher leads students to practice correct use; 3) teacher tests’ students’ independent use of it. Once students attain a score of 80% correct on two consecutive tests, instruction on the strategy stops. Modeling/teacher demonstration: Teacher demonstrates how to do a lab or experiment before having the students try it on their own. Monitoring of progress through group and indiv idual achievement awareness charts Using charts to build awareness and motivation of progress for students. The emphasis here is on progress so even student s working at different levels can chart significant gains. Native language support/instruction: Providing auditory or written content input to students in their native language. Oral sharing on a related topic: Students share their written or prepared responses with the class so that students can share their answers to prompts with the class, but have had time to prepare them. Paraphrasing: Working on specific skills to orally retell or summarize what happened in a story.



Partner reading: Having students work together in pair s to read a text to each other and discover the main ideas of the story. Peer tutoring: Having students working pairs with one student tutoring the other student on a particular concept. Picture word: Replacing key vocabulary words of a text with pictures and then adding the words back in, and also bringing in visuals of key vocabulary words in a text. Pictures to demonstrate steps: Using a series of pictures to demonstrate the steps in a project or experiment so that students get a visual image of what they need to do. Prediction: Having students predict what is going to happen in a story based on a title, headline, illustration, or initial sentence/paragraph. Pre-reading strategies: Giving overview of unit, previewing main ideas, connecting subject to the background knowledge of the students, etc. Pre-teach vocabulary: Teaching key vocabulary words prior to working with the lesson or unit.



Pre-teaching the organization of the text/unit org anizers: Pointing out and getting students to discover the different parts of the text that can be used in learning: captions, headings, etc. Also familiarizing the student s with the layout of the text, glossary, etc., beforehand. Problem solving instruction Explicit instruction in the steps to solving a mathematical or science problem including understanding the question, identifying relevant and irrelevant information, choosing a plan to solve the problem, solving it, and checking answers. Reciprocal peer tutoring (RPT) to improve math achievement: Having students pair, choose a team goal to work toward, tutor each other on math problems, and then individually work a sheet of drill problems Students get points for correct problems and work toward a goal. . Recurrent, random vocabulary assessment : Recycling vocabulary words that have been discussed in class and randomly choosing words from this list to have random assessments on so as to reinforce the already “learned” vocabulary words Reference skills: Teaching students how to use reference items, dictionary, glossary, etc. for a certain type of text (like science). Reinforcing math skills through games: Using games to follow-up a lesson in order to reinforce learned skills and use the skills in another context.



Relate reading to student’s experiences: Having students talk about connections in the reading to their own experiences. Sharing in a large group or small group setting. Using group experiences to better understand reading. Repeated readings: The method of having students read passages orally three times in a row and each time try to achieve a faster speed and less dis-fluency. If comprehension is being targeted, students answer some different comprehension questions after each reading or retell the story. Response cards: Having students write brief answers to teacher questions on cards. Teacher asks a question and all students hold up cards. Teacher can scan answers of all students for understanding. Sometimes cards just have “yes” or “no” on them and can also be prepared by the teacher. Response journal: Students record in a journal what they learned that day or strategies they learned or question they have. Student s can share their ideas in the class, with partners, and with the teacher. Retelling: Students verbally rehearse important story information by retelling a story to a partner, using an outline. The outline guides them to pick out important ideas and back them up with supporting information.



Simplified text: Using science texts that have simplified language for ELL students. Student developed glossary : Students keep track of key content and concept words and define them in a log or series of worksheets that they keep with their text to refer to. Students generate word problems: Have students create word problems for a specific math skill. Through the construction of a problem the students learn what to look for when solving word problems they are assigned. Summarize lesson: Have a summarizing activity as to what was learned in each lesson (Ex: having pupils/students summarize in their journals what was learned each day). Tactile, concrete experiences in math: Using three dimensional objects in math instruction such as geometrical shapes, coins, or blocks used to form various geometrical shapes. Tactile vocabulary development steps: Using three-dimensional or tactile objects to help in developing students’ abilities to write words and letters. Ex: Writing letters in sand or tracing wood block letters.



Teaching pre-, during-, and post- reading strategies: Teaching students reading strategies that they can use on their own when reading a text. Practicing these strategies in class as a group or in small groups. Teaching Greek and Latin prefixes and suffixes: Teaching prefixes and suffixes since students will encounter them often, especially in with science content vocabulary. Teaching main idea: Teaching students how to pick out the main idea of a paragraph or reading and explain why it is the main idea. Done as a class or in small groups to build consensus of what the main idea is. Think-aloud: Using explicit explanations of the steps of problem solving through teacher modeling meta-cognitive thought. Ex: Reading a story aloud and stopping at points to think aloud about reading strategies/processes or, in math, demonstrating the thought process used in problem solving. Use of diagrams to teach cause and effect: Using diagrams (ex: fishbone diagrams) to demonstrate the relationship of cause and effect. Use short segments to teach vocabulary: Teaching specific science vocabulary for a short period before a lesson through listening, seeing, reading, and writing. Using visuals: Bringing two or three dimensional visuals into the classroom to enhance teacher instruction in the content area.



Visualization: Having the students draw a scene of a story, the plot, etc. to demonstrate student comprehension of the story or to have students organize ideas. May encourage students who have strong artistic talent, but emerging reading skills. Venn Diagram: Use of a Venn diagram (interconnected circles) to demonstrate how different subjects or topics overlap and how they are unique. Some of the strategies listed in this

Annex 2- List of Sample Teaching Methods

150 Teaching Methods

1. Lecture by teacher 2. Class discussion conducted by teacher 3. Recitation oral questions by teacher answered orally by students 4. Discussion groups conducted by selected student chairpersons 5. Lecture-demonstration by teacher 6. Lecture-demonstration by another instructor(s) from a special

field (guest speaker) 7. Presentation by a panel of instructors or students 8. Presentations by student panels from the class: class invited to

participate



9. Student reports by individuals 10. Student-group reports by committees from the class 11. Debate (informal) on current issues by students from class 12. Class discussions conducted by a student or student

committee 13. Forums 14. Bulletin boards 15. Small groups such as task oriented, discussion, Socratic 16. Choral speaking 17. Collecting 18. Textbook assignments 19. Reading assignments in journals, monographs, etc. 20. Reading assignments in supplementary books 21. Assignment to outline portions of the textbook 22. Assignment to outline certain supplementary readings 23. Debates (formal) 24. Crossword puzzles 25. Cooking foods of places studied 26. Construction of vocabulary lists 27. Vocabulary drills 28. Diaries 29. Dances of places or periods studied 30. Construction of summaries by students 31. Dressing dolls 32. Required term paper 33. Panel discussion 34. Biographical reports given by students 35. Reports on published research studies and experiments by

students 36. Library research on topics or problems 37. Written book reports by students 38. Flags 39. Jigsaw puzzle maps



40. Hall of Fame by topic or era (military or political leaders, heroes)

41. Flannel boards 42. Use of pretest 43. Gaming and simulation 44. Flash cards 45. Flowcharts 46. Interviews 47. Maps, transparencies, globes 48. Mobiles 49. Audio-tutorial lessons (individualized instruction) 50. Models 51. Music 52. Field trips 53. Drama, role playing 54. Open textbook study 55. Committee projects--small groups 56. Notebook 57. Murals and montages 58. Class projects 59. Individual projects 60. Quiz down gaming 61. Modeling in various media 62. Pen pals 63. Photographs 64. Laboratory experiments performed by more than two

students working together 65. Use of dramatization, skits, plays 66. Student construction of diagrams, charts, or graphs 67. Making of posters by students 68. Students drawing pictures or cartoons vividly portray

principles or facts 69. Problem solving or case studies



70. Puppets 71. Use of chalkboard by instructor as aid in teaching 72. Use of diagrams, tables, graphs, and charts by instructor in

teaching 73. Use of exhibits and displays by instructor 74. Reproductions 75. Construction of exhibits and displays by students 76. Use of slides 77. Use of filmstrips 78. Use of motion pictures, educational films, videotapes 79. Use of theater motion pictures 80. Use of recordings 81. Use of radio programs 82. Use of television 83. Role playing 84. Sand tables 85. School affiliations 86. Verbal illustrations: use of anecdotes and parables to

illustrate 87. Service projects 88. Stamps, coins, and other hobbies 89. Use of community or local resources 90. Story telling 91. Surveys 92. Tutorial: students assigned to other students for

assistance, peer teaching 93. Coaching: special assistance provided for students

having difficulty in the course 94. Oral reports 95. Word association activity 96. Workbooks 97. Using case studies reported in literature to illustrate

psychological principles and facts



98. Construction of scrapbooks 99. Applying simple statistical techniques to class data 100. Time lines 101. "Group dynamics" techniques 102. Units of instruction organized by topics 103. Non directive techniques applied to the classroom 104. Supervised study during class period 105. Use of socio-metric text to make socio-metric analysis of

class 106. Use of technology and instructional resources 107. Open textbook tests, take home tests 108. Put idea into picture 109. Write a caption for chart, picture, or cartoon 110. Reading aloud 111. Differentiated assignment and homework 112. Telling about a trip 113. Mock convention 114. Filling out forms (income tax, checks) 115. Prepare editorial for school paper 116. Attend council meeting, school board meeting 117. Exchanging "things" 118. Making announcements 119. Taking part (community elections) 120. Playing music from other countries or times 121. Studying local history 122. Compile list of older citizens as resource people 123. Students from abroad (exchange students) 124. Obtain free and low cost materials 125. Collect old magazines 126. Collect colored slides 127. Visit an "ethnic" restaurant 128. Specialize in one country 129. Follow a world leader (in the media)



130. Visit an employment agency 131. Start a campaign 132. Conduct a series 133. Investigate a life 134. Assist an immigrant 135. Volunteer (tutoring, hospital) 136. Prepare an exhibit 137. Detect propaganda 138. Join an organization 139. Collect money for a cause 140. Elect a "Hall of Fame" for males 141. Elect a "Hall of Fame" for females 142. Construct a salt map 143. Construct a drama 144. Prepare presentation for senior citizen group 145. Invite senior citizen(s) to present local history to class

including displaying artifacts (clothing, tools, objects, etc.) 146. Prepare mock newspaper on specific topic or era 147. Draw a giant map on floor of classroom 148. Research local archaeological site 149. Exchange program with schools from different parts of the

division or region 150. In brainstorming small group, students identify a list of

techniques and strategies that best fit their class.



Annex –Instructional Supervisory Plan (sample format)

DE P ARTME N T OF E DU C ATION Reg i o n X -N o r th er n M i n d an ao

DIVISION OF MALAYBALAY CITY City of Malaybalay

INSTRUCTIONAL SUPERVISORY PLAN (FOR PSDS/EPS)

School Year:______________________________

District:___________________________________

School:____________________________________

NAME OF

SCHOOL HEAD

PROBLEM

AREA OBJECTIVE

MONITORING

INTERVENTION

RESOURCES

TIME

FRAME

EXPECTED

OUTPUT

REMARK/GENERAL

OBSERVATION

HUMAN MATERIAL

Prepared by:

________________________

PSDS/EPS



Annex INSTRUCTIONAL SUPERVISORY SCHEDULE (FOR PSDS/EPS)



INSTRUCTIONAL SUPERVISORY SCHEDULE For the month of_________

(FOR PSDS/EPS)

DATE SCHOOL HEAD TIME FOCUS REMARKS

Prepared by:

________________________

PSDS/EPS



Annex Report on School Heads Observed and Given Assistance (FOR PSDS/EPS)



REPORT ON SCHOOL HEADS OBSERVED AND GIVEN ASSISTANCE

For the month of_________ (FOR PSDS/EPS)

DATE SCHOOL NAME OF

SCHOOL HEAD FOCUS

TECHNICAL ASSISTANCE

GIVEN

Prepared by:

________________________

PSDS/EPS



Annex Individual Teachers-Teaching Performance Record



INDIVIDUAL TEACHERS-TEACHING PERFORMANCE RECORD

(ITTPR)

(for use of school head and teacher)

Name of Teacher:________________________________________

School:_____________________________________________________

District_____________________________________________________

Date of observation:____________________ Time:__________________ Learning Area:_____________________________ Number of Learners: Male______ Female:_______ Total:_________

Strength Growth Needs/

Problem Area Agreement Remark

Signature

Teacher Observer

Prepared by:

________________________

School Head



Acknowledgement

The author expresses his thanks and gratitude to the following

persons who give their support and inputs.

Dr. Ingrid G. Racoma, Schools Division Superintendent Division of

Bukidnon/OIC-DepED Region X Director.

Edilberto L. Oplenaria, Schools Division Superintendent, Division of

Malaybalay City

Josie D. Zamora- DPREC Chairman, Division IP Coordinator

Ms. Rachel R. Valde—Education Program Supervisor

Editor and grammar correction

To his family, Ms. Amy G. Capacio-Master Teacher 1, Lay-Out

Artist, sons, Arian Floyd, Azyl Gelric and daughter Fritzi Mae for their

support and inspiration.

LORENZO O. CAPACIO, Ed.D .

Schools District Supervisor/Author



Dr. Lorenzo Ortillo Capacio was

born on September 5, 1969 at

Managok, Malaybalay City. He

finished the degree Bachelor of

Elementary Education, Master of Arts

in Educational Administration at

Bukidnon State College, Malaybalay City,

and Doctor of Education Major in

Educational Leadership and Management

at South Western University, Cebu City.

LORENZO ORTILLO CAPACIO

The Author

During his stint as classroom teacher, District Alternative

Learning System Coordinator, School Principal, Education Program

Supervisor and Schools District Supervisor of Malaybalay City Division,

he was awarded by the Division of Bukidnon, DepED Regional Office X

as the Outstanding Teacher, Outstanding School Principal and he also

received various awards, recognition and appreciations for his

meritorious and exemplary performance from Non Government

Organizations and Local Government Units.

Considering his outstanding record as a good Teacher, School

Administrator, Researcher and writer, he was invited many times as

resource speaker to share his knowledge and skills on educational

management and livelihood skills development.

The knowledge that he shared to you is based on his findings

and personal experiences on his field of research work as a

government servant.

At present, he is the Schools District Supervisor of the

Department of Education-Malaybalay City East District, Division of

Malaybalay City.

He also authored the following Guide handbook; 1.Gabay sa

Pagbababoyan, 2. Masayang Magmanukan, 3. Pag-aalaga ng Isda,

4. Tayo’y Mag Kambingan.

clinical supervision handbook by dr. lorenzo o. capacio

Education

clinical supervision

term clinical supervision

everyday supervision

level of supervision

professional development

professional conversations

named clinical supervisor

professional ethical