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Appendix A
What Do You Already Know?
Before we begin exploring developmental supervision as an approach to instructional
supervision, let’s first assess your current understanding of the concept. Choose the option that you
think best answers each question.
1. One of the key roles of a school head is to act as the school’s instructional supervisor. Which of the
following best describes this responsibility?
a. Implementing and improving the school curriculum
b. Building a learning community
c. Guiding and supporting teachers in carrying out their duties
d. Promoting high student achievement
2. The main purpose of instructional supervision is _____________.
a. to foster teachers’ professional growth to enhance the teaching-learning process
b. to strengthen relationships between the school and its stakeholders
c. to improve administrative efficiency within the school
d. to ensure effective implementation of the school’s curricular programs
3. Mrs. Cruz, an elementary school head, observes Teacher Allen. She notes that he is creative in
presenting lessons, effective in preparing summative tests,
and has a perfect attendance record. How should Teacher Allen be classified?
a. Professional Teacher
b. Unfocused Worker
c. Teacher Analyst
d. Teacher Dropout
4. Mrs. Santos has been teaching Mathematics for three years. Her students complain that her classes
are boring. When approached by the school head, she
shows no willingness to try new strategies, insisting that Mathematics will always be difficult. How
should Mrs. Cruz be classified?
a. Professional Teacher
b. Unfocused Worker
c. Teacher Analyst
d. Teacher Dropout
5. Mr. Ramirez is highly skilled in teaching, as shown by his students’ strong interest and good test
results. However, he is frequently late to his first class,
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which causes disruptions. How should Mr. Siti be classified?
a. Professional Teacher
b. Unfocused Worker
c. Teacher Analyst
d. Teacher Dropout
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Appendix B
SELF-RATING COMPETENCY CHECKLIST
Directions: The checklist below contains a list of
competencies covered in this module. For each competency,
there are four possible levels of mastery (Novice,
Apprentice, Practitioner, Expert). You will use this matrix
to rate your level of mastery of each competency prior to
studying the module (PRE), and after you complete the
module (POST). For each competency, place a check mark
(✓) under the appropriate “PRE” column which best
describes your level of mastery prior to studying the lessons
of the module. You will place a check mark (✓) under the
appropriate “POST” column when you have completed
the module. Comparing your two self-ratings, the PRE and
POST columns will tell you later whether you have
improved your level of competency or not.
I cannot I am I can do I can do
do this learning this, but this very
yet. how to I need well.
(Novice) do this. to learn (Expert)
COMPETENCY (Apprentice) more and
improve.
(Practitioner)
Pre Post Pre Post Pre Post Pre Post
1. Define instructional
supervision.
2. Discuss the purpose of
instructional
supervision.
3. Differentiate the various
approaches to
instructional
supervision.
4. Describe the nature of
developmental
supervision.
5. Differentiate various
beliefs or
orientations to
developmental supervision.
6. Assess the levels of
commitment of
teachers.
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7. Assess the levels of
abstraction of teachers.
8. Analyze the different
teacher categories as a
basis for
developmental
supervision.
9. Apply developmental
supervision in your
school.
Source: Module 11 SUPEReXCELS, SEAMEO INNOTECH
How did you fare? Which competencies do you need to develop
further? Keep them in mind as you study
the lessons that follow.
Take A Closer Look
As Teacher Letty enters the classroom, the children greet her, and she
responds with a greeting of her own. Without delay, she begins the day’s
lesson. She continues her lecture even though some students appear
inattentive. During this time, the school head, Mrs. Jose, enters to
observe the teaching-learning process. After concluding her lesson,
Teacher Letty administers a quiz to assess the students’ learning.
Following the class, Mrs. Jose invites Teacher Letty for a dialogue to
share her observations.
1. What can you say about the whole learning process in the
presentation? Briefly describe it.
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2. Why did the school head in the story invite the teacher to his
office? Why do you think there was a need for a dialogue?
_____________________________________________________
_____________________________________________________
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3. What do you think was the result of the dialogue?
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4. Have you ever experienced the same situation with any of your
teachers? What did you do to address it?
_____________________________________________________
_____________________________________________________
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_____________________________________________________
_____________________________________________________
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Understanding Instructional Supervision
1. The purpose
It is to enable your teachers to improve the teaching-learning process
in their classrooms.
Instructional supervision also aims to promote the professional growth
of teachers by discussing with them and showing them how to do their
jobs better.
2. The process
The school head in the story had a dialogue with the teacher to study
her problems and find solutions to them. The school head provided
direction and guidance and, therefore, stimulated the teacher to improve
the teaching situation. In brief, you see here that instructional supervision
is a process of understanding and improving teaching and learning by
providing the necessary help needed by teachers to grow and develop in
the practice of their profession.
3. The Framework
This framework illustrates how instructional supervision serves as the
foundation for achieving better learning outcomes. It highlights the role
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of the school head as an instructional leader in guiding teachers through
various approaches, processes, and feedback systems.
a. The Goal: Better Learning Outcomes
At the top of the framework is the aim—improved student learning
results. All supervisory practices, processes, and approaches point
toward this overarching goal.
b. Pathway: Improved Instructional Delivery
For students to achieve better outcomes, the quality of instructional
delivery must improve. This depends heavily on how teachers plan,
practice, and transition their teaching strategies with the guidance of
effective supervision.
c. The Core: Teacher Support Through Supervision Approaches
At the center of the framework is the teacher, who is directly supported
through three main supervisory approaches:
• Developmental Supervision
• Differentiated Supervision
• Clinical Supervision
d. Supervisory Processes
The cycle around the teacher consists of key processes in the teaching-
learning experience:
• Planning – designing lessons and strategies before
instruction.
• Practice – actual implementation of instructional strategies
in the classroom.
• Transition – adjusting and improving teaching methods as
needed based on classroom realities.
e. Support Mechanisms: Monitoring, Evaluation, and Feedback
On the sides of the framework are two critical support
mechanisms:
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• Monitoring and Evaluation – ensures that instructional practices
are assessed for effectiveness and aligned
with goals.
• Feedback Giving – provides teachers with constructive insights
to refine their instructional delivery.
f. Foundation: Legal and Policy Basis
The framework rests on Instructional Supervision as mandated by the
Governance of Basic Education Act of 2001 (RA 9155) and reinforced by
DepEd Orders 42, s. 2017; 24 & 25, s. 2020, which emphasize instructional
leadership as a core responsibility of school heads.
This framework shows that effective instructional supervision—
grounded in law and policy—supports teachers through developmental,
clinical, and differentiated approaches. By guiding teachers in planning,
practicing, and transitions, while ensuring monitoring, evaluation, and
feedback, school heads foster improved instructional delivery that leads
to better learning outcomes for students.
4. The challenges that require supervision
The case of Teacher Letty is just one example of a problem encountered
by a school head as an instructional leader. There are still other typical
challenges faced by you as school instructional supervisor which require
you to perform instructional supervision.
These challenges include:
• lack of motivation among teachers
• ineffective teaching practices
• lack of adequate knowledge by teachers of subject content
• problems with implementation of the curriculum
• adjustment problems of new teachers
• learner assessment problems
• discipline problems among students
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Appendix C
It Is Your Turn
After realizing the importance of instructional supervision, you will now analyze three
critical incidents depicting three different approaches that you, as a supervisor, may use when
supervising teachers. Read each incident carefully and see if you can determine what type of
supervision is depicted in each.
Critical Incident 1
One Monday, the newly assigned school head requested all teachers to submit their lesson plans to
assess the quality of their instructional preparation. Some teachers were unable to submit on time,
while many of the lesson plans from new teachers did not meet the school’s standards. On the other
hand, several experienced teachers struggled to prepare their lesson plans in advance due to
additional tasks assigned to them by the school head.
To address these issues, the school head extended different forms of support. For new teachers, he
conducted a review session on the proper way to prepare lesson plans and provided follow-up
exercises to further develop their skills. For the more experienced teachers, the concern centered on
commitment and time management. To help them, the school head facilitated a session on effective
time management, encouraging them to better organize their schedules and ensure timely submission
of lesson plans.
1. How did the school head help the new teachers and the experienced ones in solving
their problems relative to lesson planning?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
One Monday, the newly assigned school head requested all teachers to submit their lesson plans to
assess_____________________________________________________________________
the quality of their instructional preparation. Some teachers were unable to submit on time,
_____________________________________________________________________
while many of the lesson plans from new teachers did not meet the school’s standards. On the other
_____________________________________________________________________
hand, several experienced teachers struggled to prepare their lesson plans in advance due to
________________________________________
additional tasks assigned to them by the school head.
To address these issues, the school head extended different forms of support. For new teachers, he
conducted a review session on the proper way to prepare lesson plans and provided follow-up
exercises to further develop their skills. For the more experienced teachers, the concern centered on
commitment and time management. To help them, the school head facilitated a session on
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time management, encouraging them to better organize their schedules and ensure timely submission
of lesson plans.
Division Training On Instructional Supervision (DTIS): Basic Course
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2. In Critical Incident 2, why does the school head serve only as a resource person?
Critical Incident 2
A group of teachers approached the school head to request approval for a collaborative professional
development initiative. Their plan was to observe one another’s classes, provide constructive
feedback, and discuss action plans that they could later try out in their own classrooms.
Meanwhile, other teachers preferred to pursue professional growth individually. For these teachers,
the school head’s role was limited to serving as a resource person, offering advice or
recommendations only when necessary.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________
A beginning teacher wants to experiment with a new instructional strategy—the cooperative
learning approach in reading. To prepare, she seeks the assistance of the school head, who
provides support through several steps.
First, the school head holds a pre-observation planning conference. In this informal
discussion, both agree to test the new method during the teacher’s reading class. Together,
they plan how the strategy will be applied and set a schedule for the school head’s classroom
observation.
Next, the school head conducts an observation visit, focusing on the areas agreed upon during
the planning stage. This is followed by the analysis and strategy phase, where the school head
reviews his notes from both the planning conference and the actual classroom observation.
He identifies the teacher’s strengths, areas for improvement, and specific teaching behaviors
that need follow-up in applying the new method.
The findings are shared in a post-observation conference, where the school head gives
constructive feedback and suggests ways the teacher can strengthen her instructional skills.
He also encourages the teacher to reflect on her own areas for growth.
Finally, the school head performs a post-conference analysis, evaluating his own effectiveness
in carrying out the clinical supervision process.
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3. In Critical Incident 3, how did the school head help the novice teacher in trying out the
new teaching strategy in reading?
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_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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