This document discusses establishing a performance-driven culture in schools that rewards excellence and helps students succeed. It presents an ecological model for education, examining the environmental factors that surround teachers, students, and leaders as they relate to learning. These factors include relationships within the school community, constructs of teaching and learning, diversity, curriculum, leadership styles, policies, resources, and more. A matrix is proposed to organize thinking around how much resourcing is required to support changes and the degree to which those involved can influence outcomes.
This document discusses the meaning and definition of instructional supervision. It begins by explaining that supervision comes from the Latin root meaning "to oversee" or "have oversight of", and that instructional supervision implies providing leadership to teachers to improve instruction. It then provides a definition of instructional supervision from a dictionary of education as involving stimulating professional growth, selecting and revising educational objectives and methods, and evaluating instruction. The document goes on to list the key roles of an instructional supervisor as planner, organizer, leader, helper, evaluator, motivator, communicator, and decision maker. It concludes by noting some potential limitations of instructional supervision such as long hours, lack of authority, and mismatch between expectations and reality.
1. New teachers experience difficulties during their first few years and require supervision and support to develop their skills. 2. Research shows that new teachers encounter the most problems in their first year, with issues gradually decreasing in the following years except for professional relationships. Common problems include classroom management, instructional skills, and subject mastery. 3. To succeed, new teachers need reasonable supervisory support to overcome challenges. With encouragement, they can develop into competent educators. However, inadequate supervision and difficult working conditions can hinder their growth.
This document outlines the key stages and approaches to educational planning. It discusses the stages of the educational planning process which include collecting statistical information, evolving policy proposals, making projections and programming, costing educational plans, and making decisions, implementing, and evaluating plans. It also analyzes the traditional and strategic approaches to educational planning and contrasts their differences. The major approaches covered are the social demand, cost-benefit analysis, and manpower planning approaches.