Discuss the purpose of the inspection. Also, highlight the qualities of supervision.
Course: Educational Leadership and Management
Course code 8605
Level: B.Ed Solved Assignment
ANSWER
Inspection
Adams and Dicey describe the”
inspection, as a procedure of giving direction to and providing critical evaluation
of instruction task.
Supervision in its earlier form
was merely confined to the inspection of the work of teachers and the person
who was responsible for this job popularly known as a
school inspector. Inspection was used to be in an authoritarian style which
was intended to ascertain whether or not
teachers were performing their normal duties and also to replace the unsuitable teachers with suitable ones. This term is
still vague in supervisory in many Western and Eastern countries.
Qualities of an Effective Supervisor
Various attempts have been made by researchers to prepare the lists of professional
qualities of supervisors and administrators. It is expected by the supervisor to possess all conceivable attributes. it is
hard to find or produce a supervisor possessing all the qualities and virtues
and yet be a human being.
Before discussing some of the
personal qualities that a supervisor for primary education must have, it should
be stressed that these qualities are not the product of seniority or teaching
experience in a school but these have to
be consciously cultivated. Furthermore,
these qualities are not fixed but can be reinforced or modified by study and
practice.
According to Swearingen
(41:83-86) essential personal qualities of a supervisor, "which can be
nurtured intentionally." Are under:
a)
Approachability
A supervisor who is accessible
to teachers is a friendly person. But he must be able to move naturally and
freely from informal talk to a deeper level of conservation. He should
encourage and welcome new ideas and try them in actual situations. He must also
be a good listener and find time to discuss with teachers what they want to
discuss individually or in groups.
b)
Perceptiveness
A high level of awareness enables
q supervisor to notice significant elements in a situation, in materials in
the behavior of others, and even in his own action. Without awareness of what
is and what ought to be, the supervisor will be unable to help teachers work
productively.
Perceptiveness also implies
sensitivity to other people, their needs and purposes, giving them respect, and
finding something worthy in their work. It also enables the supervisor to
anticipate responses and to have foresight of how events and actions may look to
others. Finally, it helps the supervisor to identify maladjusted teachers and
their needs for assistance.
c)
Aspiration and Faith
“Aspiration, vision, and faith
should characterize instructional leaders.” The supervisor should be articulate
about his aspirations and faith. Unless the supervisor keeps himself abreast of
new knowledge and developments and believes in what he professes, he can
neither inspire others nor face unexpected challenges.
d)
Becomingness
The Concept of continued growth
is germane to supervision. Teachers, supervisors, Headmasters, and educational
administrators are all in the process of
growing, or, what Gordon All port calls,
“becoming,” constantly striving
to become better. The supervisor must be a growing individual, always making keen and enthusiastic
efforts to keep himself abreast of new knowledge, new techniques, and new trends
in education. Then and only then it may be hoped to play his role effectively
and to serve as a living example of the "becoming" process for the
teachers with whom he works.
“Becomingness” also implies adaptability and flexibility in
problem-solving situations, trusting new experiences, undertaking new
experiments, and relishing opportunities for possible growth for self and
others.
e)
Imagination and Resourcefulness
The supervisor must be imaginative and resourceful. Efforts to improve instructions and
human relations often fail for want of imagination and resourcefulness. Fresh
preparations, seeing new uses for familiar materials and procedures, noticing
previously unnoticed elements in a situation, and willingness to take a calculated
risk, are all characteristics of good leadership. "Persistence resilience
and willingness to try with good cheer another way when a first way is blocked
should be part of the standard equipment for supervision."
The possession of these
qualities, though essential, is not itself enough. The supervisor must, in
addition, acquire skills and knowledge appropriate to his task.
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