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SCHOOL ADMINISTRATION AND SUPERVISION

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Artlyn Villavelez

on 5 May 2014

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Transcript of SCHOOL ADMINISTRATION AND SUPERVISION

SCHOOL ADMINISTRATION AND
SUPERVISION

1. Inspection
The term refers to the study of existing school conditions. The first task of supervisor is to survey the school system in order to discover problems or defects of the pupils, teachers, equipment, school curriculum, objects and methods of instruction, together with the conditions that surround them.
2. Research
The fundamental aim of this function is to formulate a plan to remedy the weakness of to solve the problem discovered.

The supervisor should conduct research to discover means, methods, and procedures fundamental to the success of supervision.

The Primary Supervisory functions of each bureau are:
3. COORDINATING
It is the function of school administration to coordinate all the activities of the school to make them contribute to the realization of educational aims and objectives.
5. Evaluation
The purpose of this function is to appraise the outcomes and the factors conditioning the outcomes of instruction, and to improve the products and processes of instruction.
This function calls for the use of educational test and measurement.
The Primary Functions of the 3 BUREAUS
4. Guidance
Guidance involves personal help given by someone.
It is the function of supervision to stimulate, direct, guide, and encourage the teachers to apply instructional procedures, techniques, principle, and devices. And to assist the teacher to accomplish his purpose and to solve the problems that arise in his teaching.

The aim of supervision is to provide the necessary
leadership
in studying, planning, improving, coordinating, and evaluating of the school programs and in handling of the problem areas that materialize in the school.
The five major functions
of supervision
1. Inspection
2. Research
3. Training
4. Guidance
5. Evaluation
Steps in supervisory research
a) To discover existing defects in instruction.
b) To seek improved methods of correcting defects.
c) To formulate tentative plans to improve instruction.
d) To plan controlled experiment conditions.
e) To measure results of experiments.
f,) To formulate tentative objectives and standards.
g) To formulate a plan for the general use of method.
h) To present a plan to district principals for criticism,
suggestion, and approval.
3. Training
Acquainting the teachers with the solutions discovered or formulated through research is within the training function of supervision.
Training may take the form of demonstration teaching, workshop, seminars, directed observation, individual
or group conference, intervisitation, professional classes.
Administrative Functions of the Bureaus of Elementary Education, Secondary Education, and Higher Education
The Bureau of Elementary Education is charged with formulation and development of educational policies and programs with respect to pre-elementary and elementary education in this country.The Bureau shall conduct studies
and formulate standards for this level. It shall asses and evaluate aims and objectives and provide technical assistance to the Secretary of Education and Culture on matters pertaining to the elementary education. In it's development work, It shall undertake curricular design, including materials preparation, prepare program to upgrade the quality of staff and formulate guideline to improve school physical plants and equipment. The
Bureau of Elementary Education shall also coordinate closely with the Planning Service of the Department and the elementary level specialists in the regional and province or city office.
Administrative Function of The Bureau of Secondary Education
The Bureau of Secondary Education will formulate and develop policies, plans, programs, and standards for secondary school level, including adult education. It shall provide working guidelines to the schools to assure that the objectives of this level pertaining to pre-university preparation and to skills training for employment are adequately met. The Bureau of Secondary Education shall be responsible for evaluating policies, plans, programs,and standards of curricular development, staff development, and physical facilities for secondary school level of education. It shall also coordinate closely with the Planning Service of the Department of Education and Culture and the secondary level specialist in the regional and provincial or city office.
The Administrative Function
of Higher Education
The Bureau of Higher Education shall develop, formulate, and evaluate program on higher education and scholarships as well as develop and establish standards for all colleges, universities,and other post secondary institutions of learning.It shall provide technical assistance to encourage institutional development programs and projects. The Bureau of higher Education shall also coordinate closely with the Planning Service of the Department of Education specialist in the region and provincial or city office.
1. PLANNING
Is an activity of devising and selecting courses of action directed toward the achievement of educational goals and objectives.
2. ORGANIZING
Is the activity of arranging and structuring relationship in such a way that a unified effort is made in achieving the gals and aims of education
1. PLANNING
2. ORGANIZING
3. COORDINATING
4. EVALUATING
5. LEADERSHIP
4. EVALUATING
Is simply determining how effective educational programs and aims have been achieved. Evaluation as used in school administration includes school survey and teaching rating.
5. LEADERSHIP
Is essential in all organizations. The success of any school organization depends upon the leadership of the administrators or supervisors.
Inspection, Research, Training, Guidance and Evaluation
Leadership as an Administrative and Supervisory Function
The modern concept of leadership in school administration and supervision calls for a new interpretation of responsibility--responsibility to larger group rather than on one member of the group. It emerges as members express ideas and utilize skills in forming and securing group process.
Democratic school administration a supervision keep open the channels of cooperative interactions so that the best minds among the staff will emerge.
Characteristics of Democratic leadership on the field of educational administration and supervision.
1. It is the kind of leadership that is consistent with the principles of democratic school administration and supervision.
2. In democratic leadership, people are respected. No one is pushed around. Individuals try to help one another rather than get ahead through ruthless competitions. Workers accept one another without suspicion or distrust.
3. It ensures the making of cooperative or shared decision which are generally lasting and more likely to be right than the decision of any one person.

The end
Prepared by:

ARTLYN A. VILLAVELEZ
4. There is a higher regard for people and for facts. People are more important than regulation; responsibilities take precedence over rights; security displace fear.
5. It draws efficiency from purposeful activity, wiser planning, grater flexibility, and group discipline.Likewise, it generates enthusiasm for a project and aspires work towards its solution.
3. It insures the making of cooperative or shared decision which are generally lasting and more likely to be right than the decisions of any one person.
Democratic Leadership is basic to modern school administration and supervision. Our public and private schools call for a high degree of administrative and supervisory leadership. If the school system is to be a democratic cornerstone of the democratic order, it is essential that it may be administered and supervised in a democratic basis. Good administration, like good supervision, is not a luxury but a necessity, especially in this country.
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