NQESH_REVIEWER_INSTRUCTIONAL_LEADERSHIP

School heads play many important roles in the school. One of these is being the school’s instructional supervisor. From the list of a school head’s tasks below, choose the one that defines instructional supervision.

• Implements and enhances the school’s curriculum.

• Builds a learning community.

• Assists and develops the teachers in the performance of their duties.

• Influences high achievement among the students.

Answer explanation

This is the best answer. Instructional leadership is essentially assisting and developing the teachers in the performance of their duties.

The purpose of instructional supervision is to:

• promote the professional growth of teachers in order to improve the teaching-learning process.

• promote the good relationship between the school and its various stakeholders.

• promote the efficiency of administrative procedures in the school.

• promote the effective implementation of the school’s core and enrichment curricula.

Answer explanation

Instructional supervision aims to promote the professional growth of teachers in order to improve the teachinglearning process.

Among the four options below, the one that is not an approach to instructional supervision is:

• developmental supervision

• clinical supervision

• differentiated supervision

• collaborative supervision

Answer explanation

Collaborative supervision is not an approach to instructional supervision but one of the orientations to developmental supervision.

The instructional supervision approach that requires a repeated process of dialogues between the school head and the teacher on lesson planning, class observation, data analysis, and feedback utilization is ___

• developmental supervision

• clinical supervision

• differentiated supervision

• collaborative supervision

Answer explanation

Clinical supervision is an intructional supervision approach that requires a repeated process of dialogues between the school head and the teacher on lesson planning, class observation, data analysis, and feedback utilization.

The instructional supervision approach wherein the school head considers the teachers’ levels of commitment and abstraction in deciding on the supervisory orientation to apply is:

• developmental supervision

• clinical supervision

• differentiated supervision

• collaborative supervision

Answer explanation

Developmental supervision is an instructional supervision approach wherein the school head considers the teachers’ levels of commitment and abstraction in deciding on the supervisory orientation to apply.

This instructional supervision approach provides the teachers an opportunity to choose the supervision option that they prefer.

• developmental supervision

• clinical supervision

• differentiated supervision

• collaborative supervision

Answer explanation

Differentiated supervision is an instructional supervision approach that provides the teachers an opportunity to choose the supervision option that they prefer.

Mrs. Santos is an elementary school head. After observing Teacher Rico, she discovered that he is excellent and creative in presenting lessons and can prepare summative tests very well. His class attendance record shows that he has never been absent or late. Teacher Rico may be categorized as:

• Professional Teacher

• Unfocused Worker

• Teacher Analyst

• Teacher Dropout

Answer explanation

Teacher Rico is a Professional Teacher because he has a high level of abstraction as shown in his excellence in presenting lessons and preparing summative tests and a high level of commitment to his work as evidenced by his perfect class attendance

Mrs. Cruz has been teaching Mathematics for the past three years. Her students are complaining that her lessons are boring and not at all stimulating. When the school head talks to her to find out what she plans to do regarding the situation, she expresses an unwillingness to learn different teaching-learning strategies, claiming that no matter how much effort she exerts, Mathematics remains a difficult subject for students. How would you categorize Mrs. Cruz as a teacher?

• Professional Teacher

• Unfocused Worker

• Teacher Analyst

• Teacher Dropout

Answer explanation

Mrs. Cruz is a Teacher Dropout because she has a low level of abstraction as shown in her lack of knowledge in making her lessons stimulating and a low level of commitment to her work as manifested in her unwillingness to improve her teaching.

Mr. Siti’s expertise in the teaching-learning process is manifested in the great interest of his students in his subject and the good results of their formative tests. However, Mr. Siti often comes late to his first class. As a result, his students, while waiting for him to arrive, become noisy, thus, disturbing other classes. How would you categorize Mr. Siti as a teacher?

• Professional Teacher

• Unfocused Worker

• Teacher Analyst

• Teacher Dropout

Answer explanation

Mr. Siti is an Analytical Observer because he has a high level of abstraction as seen in his interesting and effective presentation of lessons, but a low level of commitment as evidenced by his habitual tardiness.

Teacher Angela is a new teacher. She has difficulty in preparing a good lesson plan, but she is very willing to learn. How would you categorize Teacher Angela as a teacher?

• Professional Teacher

• Unfocused Worker

• Teacher Analyst

• Teacher Dropout

Answer explanation

Teacher Angela is an Unfocused Worker because she has a low level of abstraction, which is evident in the difficulty she encounters in preparing a lesson plan and a high level of commitment, which can be seen in her willingness to learn.