action research clinical on supervision (preventive approach) by dr. lorenzo o. capacio

Action Research on Clinical Supervision developed by Dr. Lorenzo O. Capacio Page1

DEPARTMENT OF EDUCATION

Reg ion X-Eas tern Mindanao Divis ion of Malaybalay City

MALAYBALAY CITY EAST DISTRICT Linabo, City of Malaybalay

An Action Research On

CLINICAL SUPERVISION

(Preventive Approach)

By:

Lorenzo O. Capacio, Ed.D. Schools District Supervisor


DepED- Malaybalay City East District

I. Identifying an Issue and Developing a Research Question

Instructional leaders have lots of work to do and steps, process and system to follow. The primary role of the district supervisor is to assist in the instructional process and perform other related task as delegated by the superior as mandated in the R.A. 9155. Most of the newly promoted district supervisor or education program supervisors were not properly trained by the department and were not used by the clinical supervision process. The researcher had experience and undergone many instructional supervision styles in the field as a school head. Some of the style in instructional supervision is verbatim recording of which it’s not an easy task to record all what is being said by the person being observed. Besides it causes destruction to the process to catch up to write all what is being said. To prevent what error or things that needs to be improved it should be treated ahead of time before it will be demonstrated to the learners. One of the problems is how to start the friendly supervision. What are really the steps or the preliminary activities in conducting the friendly and effective clinical instructional supervision? In this premise the researchers come up with the following questions that need to be answered before during and after the class observation.

1. What is Clinical Supervision? 2. How to conduct clinical supervision? 3. What are the phases of clinical supervision process? 4. How to start the clinical supervision process? 5. What are the steps in clinical supervision process? 6. What are the points of discussion during the clinical supervision process?


II. Learning More About the Issue

Most of the school administrators especially the newly deployed or promoted supervisors and school heads do not have enough skills and knowledge how to assist the teacher or provide technical assistance in the lesson because they were not trained. One of the reason is they do not a guide how to conduct instructional support and clinical supervision. Although they have observe in the field from their previous school officials but it’s not enough. In this premise, the researcher was encouraged to develop a tool to address the problem.

III. Clinical Supervision

Formal process of professional support and learning that enables individual practitioners to develop knowledge and competence, assume responsibility for their own practice. The purpose is to assist the principal or teacher to learn from his or her experience and progress in expertise, as well as to ensure good service to the client or learners.

II. I. How to conduct clinical supervision?

Lots of clinical supervision introduced in the field of education. This model was developed by the researcher with the hope that it can help the school officials in their field of works. In planning to conduct clinical supervision just consider the following;

1. Prepare a supervisory schedule based on the supervisory schedule of the school head/principal/district supervisor.


2. Coordinate to the school head/principal/district supervisor regarding your school visit and instructional supervision.

3. The school head/principal/district supervisor will arrange the

schedule to the teacher and ask the teacher being observed to prepare at least 3 sets of copies of his/her lesson to be observed or if DLP/Projector is available a soft copy will do.

4. The school head/principal/district supervisor should have the copy of

the lesson plan at least one day before.

5. The teacher should also have all the materials needed in the lesson at least a day before the lesson demonstration.

IV. 2. What are the Stages of Clinical Supervision Process (Preventive Approach)?

Stage 1.Conference of the supervisor and the school head

During the pre-conference of the supervisor and the school head/principal they should have a copy of the lesson plan of the lesson to be observed and if possible they have also the copy of the PELC and the reference text book being used.

The supervisor and school head/principal will agree the venue and time to have their pre-conference that happens at least a day before the class observation may took place. During the pre-conference conducted by the supervisor, these are the things/ steps needed to be observed; a. The supervisor will establish rapport to the school head/principal


How to establish rapport? Before the pre-conference of the supervisor and the school head/principal, the supervisor should set the atmosphere bringing the condition into calm, peaceful and relax.

Talk about good things that happens, achievements, etc. that can ease and calm down the tense or nervous.

b. What are the point of discussion that needs to be discussed by the supervisor and the school head/principal? To prepare the school head/principal ready to face and assist the teacher, a pre-conference of the supervisor and the school head/principal is needed to check the statement being use and mounting of question. Example;

o How will ask the teacher about his/her basic data/information?

o How will ask the teacher about his/her target setting? o How will ask the teacher about his/her objective? o What did you observe to the materials to be used? o How about to the strategy used? Is it appropriate? o How much time allotted for that area/part of the lesson? o What do you expect to the teacher in introducing the

new topic? o Who should state the generalization? What will be your

question to the teacher in the statement of the generalization?

o What is the ideal number of participants per group? o How will you ask the teacher in stating the standards?

Who should state the standards of the group? Why?


1. Parts of the lesson plan Objective- should be stated in behavioral term consist of 3 domains- cognitive, affective, psychomotor SMART-specific, measurable, attainable, realistic, time

bounded PELC Based- curriculum

2. Presentation time to be used in every part of the lesson

Every part of the lesson should have the corresponding time allotment to avoid under time or overtime.

3. Lesson strategies/methods used in the lesson The methods and the strategies being used should be suited to the lesson.

4. Materials to be used Examine the textbook used by the teacher if it is

prescribe. Real object is suggested instead of illustrated Use of ICT is advisable if available to minimized

expenses Availability- in the locality, common Appropriate – color, size, arrangement etc.


5. Procedure/Learning Activities- Review – previous lesson, checking of assignments Motivation-delivery and content should be related to

the new topic, convincing and interesting Unlocking of difficulties- simplified, meaning should

be common and can be understood by the learners Presentation of the lesson- introduce the new lesson The use of the strategies- appropriate and suited to

the lesson Setting of standards-standards should be stated by

the learners not by the teacher The use of Higher Order Thinking Skills question

should be given emphases Generalization – to be stated by the learners Enrichment activities/practice exercises-enough Evaluation – check the number of items, is it coincide

to the objective Assignment- for follow-up study, or the next lesson

to be taken, number of items should be limited and enough

NOTE: If the focus of the observation was stated in the supervisory plan just focus also to the part that needs assistance or focus. For the beginner school head, discuss only two or three topic to discuss so with the teacher.


Stage 2-Conference of the teacher and the school head

During the conference of the school head/principal and the teacher the supervisor will only listen without any interruption to their conversation, record the important point of their conversation. Take note the statement of the school head/principal how he/she drive the teacher to come up and agree to what should be done.

The school head/principal may follow the guide for the point for discussion.

During this conference, the teacher will demonstrate the lesson using his/her instructional materials and the strategies in the lesson or demonstrate only the focus of the observation.

Stage 3.Conference of the supervisor and the school head/principal Based on the record of the supervisor, discuss only the part that needs to be improved.

Stage 4. Class observation

Class observation will be done after the conference of the school head/principal and the teacher (Stage 2). It is expected that revision of the lesson plan will be made after the pre-conference if there are thing to be included or change. During the class observation the school head/principal and the supervisor will only observe the class demonstration of the teacher without interrupting the teacher. Record only the thing that’s needs to be improved. Observe the time started and ended, class activities, and the agreement during the pre-conference.


Stage 5. Conference of the school head/principal and the teacher Post conference of the school head/principal and the teacher will be done during the vacant time of the teacher to avoid class disruption at the place agreed by them in the school premises. Discuss what went well and what went wrong based on the result of the evaluation (it is expected that the result of the evaluation will be brought by the teacher). If the result shows that above 75% of the learners achieved 75% proficiency level the lesson will not be re-teach. An appreciation will be given to the teacher for the effort and success he/she have done. Stage 6. Conference of the school head/principal and the supervisor

During the post conference of the school head/principal and the supervisor, the supervisor will discuss the things that need to be improved by the school head/principal during the deliberation in the post conference between the school head/principal and the teacher. The supervisor will appreciate the good things done by the school head/principal to assist the teacher.

The supervisor will ask the school head/principal as to what part of the process that she/he needs to develop for the next round clinical supervision.

III. Developing a Strategy for the Study

“We need the whole village to educate the child” and “You cannot give if you do not have”. To achieve quality education, the whole educational system and the school stake holders will function what is expected to them. If the teachers lack knowledge and skill in teaching, it is the responsibility of the school head/principal


to assist the teacher. Now what if the school head/principal also lacks knowledge and skill how to assist the teacher?

It is now the responsibility of the supervisors and higher DepED officials how to assist the school head/principal. Now how can the supervisors assist the school head/principal if there is no training for them?

The researcher tried his best to come up and designed a strategy based on his experience and researches in the field of education being an instructional leader. With this work the researcher have conducted a try out to some selected school head/principal in the division of Malaybalay City following the model stated above and he found out a positive feedback and more effective than the other process used before.

In order to measure the effectiveness of this process, the researcher has developed an instrument to measure how effectiveness based on the responses of the respondents and the user.

Respondents of the research and User of the Tool on Clinical Supervision :

The target respondents of this research study are the 9 designated/appointed Education Program Supervisor of Malaybalay City Division, the 6 Schools District Supervisors and 2 selected school head/principal in each districts of this division.

The Research Tool/Instrument:

The respondents and the User of the Tool will be given a copy of the newly developed Clinical Supervision Guide (Preventive Approach) and the checklist for their feedback.


The Work Plan

Pre-Implementation Stage

Time Frame Activities Resources August 1, 2014 Develop an action

research proposal

August 15, 2014 Develop a tool for action research proposal

August 20, 2014 Submit the action research proposal to the division office for validation

Implementation Stage

Time Frame Activities Resources August 26, 2014 Ask permission for the

launching of the try-out of the research instrument

Post Implementation Stage

Time Frame Activities Resources August 28, 2014 Launching of the research

instrument to the target respondents

September 8, 2014 Retrieval of the instrument September 16, 2014 Tabulate the responses of

the respondent


September 24, 2014 Interpret and analyze the result

CHECKLIST FOR EFFECTIVENESS OF CLINICAL SUPERVISION TOOL/PROCESS NAME;________________________________ Station;__________________ Position: ______________________________

Please check one box for each activity/statement that correspond to your assessment how useful this Clinical Supervision Model. No Activities Very

Useful

(3

points)

Usefu

l (2

points)

Not

Useful

(1 point)

1 Prepare a supervisory schedule based on the supervisory schedule of the school head/principal/district supervisor

2 Coordinate to the school head/principal/district supervisor regarding your school visit and clinical supervision.

3

The school head/principal/district supervisor will arrange the schedule to the teacher and ask the teacher being observed to prepare at least 3 sets of copies of his/her lesson to be observed.

4 The school head/principal/district supervisor should have the copy of the lesson plan at least one day before.

5 The teacher should also have all the materials needed in the lesson at least a day before the lesson demonstration.

Stage 2-Conference of the teacher and the school head

6

During the pre-conference of the supervisor and the school head/principal they should have a copy of the lesson plan of the lesson to be observed and if possible they have also the copy of the PELC and the reference text book


being used.

7 The supervisor and school head/principal will agree the venue and time to have their pre-conference that happens at least a day before the class observation may took place.

8

o The supervisor will establish rapport to the school head/principal Before the pre-conference of the supervisor and the school head/principal, the supervisor should set the atmosphere bringing the condition into calm, peaceful and relax.

o Talk about good things that happens, achievements, etc. that can ease and calm down the tense or nervous.

9 Points of discussion that needs to be discussed by the supervisor and the school head/principal

10

During the pre-conference of the school head/principal and the teacher the supervisor will only listen without any interruption to their conversation, record the important point of their conversation. Take note the statement of the school head/principal how he/she drive the teacher to come up and agree to what should be done.

11

During this conference, the teacher will demonstrate the lesson using his/her instructional materials and the strategies in the lesson or demonstrate only the focus of the observation.

12

Stage 3. Conference of the supervisor and the school head/principal Based on the record of the supervisor, discuss only the part that needs to be improved

13 Stage 4. Class observation Class observation will be done after the pre-conference of


the school head/principal and the teacher. It is expected that revision of the lesson plan will be made after the pre-conference if there are thing to be included or change. During the class observation the school head/principal and the supervisor will only observe the class demonstration of the teacher without interrupting the teacher.

14 Record only the thing that’s needs to be improved. Observe the time started and ended, class activities, and the agreement during the pre-conference.

15

Stage 5. Conference of the school head/principal and the teacher Post conference of the school head/principal and the teacher will be done during the vacant time of the teacher to avoid class disruption at the place agreed by them.

16

Discuss what went well and what went wrong based on the result of the evaluation (it is expected that the result of the evaluation will be brought by the teacher). If the result shows that above 75% of the learners achieved 75% proficiency level the lesson will not be re-teach.

17 An appreciation will be given to the teacher/principal for the effort and success he/she have done.

18

Stage 6. Post conference of the school head/principal and the supervisor During the post conference of the school head/principal and the supervisor, the supervisor will discuss the things that need to be improved by the school head/principal during the deliberation in the post conference between the school head/principal and the teacher. The supervisor will appreciate the good things done by the school head/principal to assist the teacher. The supervisor will ask the school head/principal as to what part of the process that she/he needs to develop for the next round clinical supervision.


Please write your comment or suggestion to improve the tool for clinical supervision.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

V. Scoring Procedure

Each box has corresponding points

Very Useful = 3 points

Useful= 2 points

Not Useful= 1 point

The maximum point is 54 points which is perfect and the expected lowest score is 18

points for each respondent.

Frequency Count was used to determine how effective and useful the tool is.

VI. Gathering and Analyzing Data

After the respondent have given their responses it will be collected and tabulated based on the scoring and scaling procedure.

35 points to 54 points-means the tool is very effective

17 points to 36 points means the tool is effective


0 point to 18points means the tool is not effective

Total Number of Items

Maximum Points for Each Item

Total Number of Responses per

Item

Average Points out of 20 Respondents

Remarks

Very Useful 18 3 17 51 Very Effective

Useful 18 2 3 3 Effective

Not Useful 18 1 0 0 Not Effective

V. Taking Action and Sharing the Study Results

Based on the result of the research the following action will be taken up

Findings

The findings of the research were as follows:

1. The Education Program Supervisors and the Schools District Supervisors together

with the school administrators have similar assessment in all items on the

assessment of the effectiveness of the Clinical Supervision (Preventive Approach)

which is Very Useful.

2. Although some of the newly promoted/designated Education Program Supervisors

have limited experience on how to conduct Clinical Supervision, they have perceived


that almost all the items on Stages of this research on Clinical Supervision is Very

Useful.

Recommendations

Based on the findings and conclusions of this research, the following

recommendations are presented:

1. In order to ensure success and sustainability of instructional supervision,

Education Program Supervisors, Schools District Supervisors and school

administrators should continuously carry out their prime task which is the

instructional support to teachers and follow the best process and steps on how to

conduct and provide instructional support to teachers.


Action Research on

Clinical Supervision

Conducted by:

LORENZO O. CAPACIO, Ed.D. Schools District Supervisor

Malaybalay City South District

Content Referred to:

JOSIE D. ZAMORA EPS Designate in English


Statistical Data Referred to:

MS LETECIA N. PALLE EPS in Mathematics

Dr. EDILBERTO L. OPLENARIA

Schools Division Superimtendent

action research clinical on supervision (preventive approach) by dr. lorenzo o. capacio

Documents

friendly supervision

instructional process

instructional support

city of malaybalay

school heads

field of education

school administrators

promoted district supervisor