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Monday, June 19, 2023

Supervising School Environment | School Administration and Supervision

 QUESTION 

Write a note on supervising the school environment

CourseSchool Administration and Supervision

Course code 8616

Level: B.Ed Solved Assignment

 ANSWER 

Supervising School Environment 

Supervisors verify that teachers establish and maintain a suitable learning environment. Therefore, each teacher should develop and implement clear classroom routines and appropriate standards at the beginning of each school year to ensure the health, safety, and welfare of their students. This includes maintaining a clean, safe, and orderly learning environment that includes the establishment of good work habits and discipline. Teachers should post and communicate the classroom standards and procedures as well as the consequences of misbehavior with students and their parents. Students should show evidence of respect for the rules in the classroom and on campus. Teachers should strive to be fair, firm, and consistent as they maintain effective student control in the classroom and uphold the rules throughout the school. Teachers should refer students to support staff when necessary to maintain the appropriate learning environment.

Administrators should ensure that appropriate behavior is supported with regular and ongoing recognition and reinforcement activities. Mutual respect among pupils, teachers, and staff should be evident on campus and in classrooms. Everyone should work together cooperatively, communicate with sensitivity, and utilize appropriate language. Administrators and teachers should serve as role models for students in developing self-control, a sense of responsibility, and attitudes of tolerance and sensitivity. Emergency procedures should be reviewed with students and practiced regularly. In addition, administrators should verify that materials and supplies that will be needed in an emergency, including exit routes and student information, are readily available.

Teachers should adjust the heating, lighting, and ventilation to promote comfort. The classroom arrangement should make good use of space, foster good study habits, and enable students to see and hear instruction. The classroom should have attractive and appropriate visuals and decorations that do not distract from learning.

Good home-school relationships help create a positive learning environment and can be enhanced by regular communication. This can include information on what is to be taught as well as the methods and materials that will be used to achieve the objectives. Evaluators should check to see that systems have been established to communicate with parents regularly regarding student progress. Parents should have opportunities for classroom visitations as well as parent conferences. Teachers should make every effort to promptly return parents' phone calls.

Here are a few Supervision Strategies e.g. Supervision of instruction must be built on the observer's thorough understanding and in-depth knowledge of instructional theory, not on a checklist of what should be in a lesson.

Gathering data: Three main sources of information help identify a teacher's competency include: observations, interviews, and documents. Observations should include walkthroughs conducted on at least a weekly basis. These brief visits, lasting only a minute or two, provide a quick look at teacher performance and classroom environmental factors. Walk-throughs help identify ongoing patterns of behavior. An informal observation is an unannounced visit lasting more than 10 minutes during which the teacher's behaviors or classroom factors may be observed to document consistent trends or patterns of behavior. The informal observation can be followed by a written summary or conference with the teacher. A formal observation is an announced visit lasting an agreed-upon amount of time. During the observation, the administrator records what was said by the teacher and the students. The formal observation also includes a pre- and post-conference and a written summary. The summary includes a description of the conference, observation, observer's judgments, and agreements or directions for changes in teacher behaviors, activities, or classroom environment. Peer observation is agreed upon by the teacher and peer and can be used to verify a trend or pattern of behavior perceived by the evaluator.

Interviews are also a helpful source of information. They can include discussions with students to verify perceptions. At times, parents request a conference to discuss their perceptions. In addition, other members of the administrative team or classified employees who are assigned to work in the classroom can be interviewed to provide their perceptions.

The review of various types of documents can help identify trends or behaviors. These include written parent and student letters or complaint forms. Individual pieces of students' work, folders, or portfolio assessments that contain some samples of students' work also provide helpful information on their achievement. 

Documents should include both formative (ongoing assessment measures) and summative measures (culminating assessment) including homework, practice exercises completed in class, examinations, and student projects.

Teacher Conference: Conferences throughout the year provide a means to communicate the evaluation of the teacher's performance. Decisions shared during the conference are based upon the data collected through observations, review of documents, and interviews that relate to the assessment and evaluation of the teacher's ability to meet the requirements adopted by the local district governing board. The conference should provide the teacher with the means to change unsatisfactory behavior or options for enhancement of performance. The conference should provide an opportunity to expand the teacher's knowledge and concepts and reinforce his or her understanding of the missions of the school. The pre-conference is held before a formal observation and provides the administrator with the opportunity to obtain as much information about the upcoming observation as possible.

Post-conferences can be collaborative, guided, or directive in nature. Each type of conference is planned by the supervising administrator to achieve a different goal. A collaborative conference is effective when the teacher can identify problem areas, suggest alternatives, develop a plan, and is ready and willing to grow professionally, needing little support. This conference is designed to conclude with mutually determined follow-up activities that will enhance the teacher's capabilities. The conference begins with the teacher presenting an overview and analysis of the lesson that was observed. The teacher identifies the strengths and weaknesses of the lesson while the administrator listens to the teacher's perceptions. The administrator then verifies the teacher's perceptions and offers his or her own opinions. After this mutual exchange, possible activities for the next steps are discussed and the conference concludes with agreement on a final plan.

A guided conference is effective for teachers who have difficulty identifying problem areas and alternatives to current practices and need support to carry out the action plan. In addition, the guided conference is effective with a teacher who has little or no difficulty identifying areas that need improvement but is unwilling or not committed to making the necessary changes. During a guided conference the principal must provide prompts to encourage the teacher's thinking, to allow the teacher freedom to explore various possibilities, and to enable the teacher to make a commitment.

Planning the Conference: In preparation for the conference, the administrator will need to review the data and identify the strengths and areas of concern. The administrator should select only one or two behavioral changes and the professional growth activity or activities that will have the greatest effect on the learning for the largest number of students. These selected areas will be the focus or objective of the conference. It will be necessary to identify specific aspects of the data collected that support the need for growth in these areas. It is helpful to formulate questions before the conference that will help the teacher focus on these issues or clarify aspects of the lesson for the administrator. The administrator should identify possible resources and personnel that could assist in a follow-up plan before the conference. The recommendations considered should be doable and reasonable based on the teacher's readiness and the time available. The administrator should select the type of conference collaborative, guided, or directive) and prepare a conference outline. A good conference should last 30-40 minutes. Longer sessions become an ordeal for both the teacher and the administrator. It is the administrator's responsibility to have his or her thoughts well-organized and to keep the conference on task so it can be completed promptly.

During the conference, the teacher and/or administrator should cite purpose, strengths, and areas of concern concerning supporting data. A follow-up plan with the desired specific outcome, activities, and a summary of decisions should be developed.

The evaluation conference should be held at the close of the evaluation period or at the end of the year. The purpose of the conference is to communicate the teacher's rating based upon the SB 813 performance criteria adopted by the district and should include any commendations for exemplary performance. Additionally, the conference should provide an opportunity to expand the teacher's thinking and develop means to strengthen performance. The conference provides yet another forum to communicate and clarify the school's missions, goals, and values. The administrator prepares for the evaluation conference in much the same manner as other conferences. 

The administrator should review all the data collected to date, including conference memoranda and data prepared during the evaluation period. He or she should determine the teacher's ratings, commendations, and recommendations, and then prepare the evaluation forms. In addition, the administrator should identify the objectives that will have the greatest effect on student learning, recommendations for improvement, methods of improvement and support, and a good timeline. The administrator should select the type of conference (collaborative, guided, or directive) and formulate questions that help guide the staff to review specific areas of performance.


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Theory and Function of Supervision, Monitoring and Evaluation

Different Approaches to Supervision 

Financial Audits and Academic Audits

School Heads’and Academic Head’s Responsibilities

Concept and Levels of Administration 

Central bodies of Educational Administrate

Difference between the Administrative structure of public, government and private schools

Areas of Educational Administration 

School Heads and Responsibilities as a School Admin

Define Administration and School Administration and different levels of Administration

 

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