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Difference between Educational Administration and Supervision

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”Even though supervision is assigned quite specific tasks within the area of
administration, it is considered an integral part of it. Supervision must be primarily a
non-managerial service within the total responsibilities of administration. “-Glen G
Eye & L.A. Netzer.

Although the purpose of both school administration and school supervision in an

efficient functioning of the school system, yet the two differ from each other.

1. Educational administration provides and manages these various elements of the

teaching-learning situation and the business of educational supervision is to assess
continuously their adequacy and to bring about necessary improvement.

2. Administration executes, directs and supervision advises, stimulates, explains, leads

and guides. Administration decides and orders execution, while supervision helps to
decide and order execution and asst. in improving instruction.

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3. Supervision should be functionally related to administration. Administration provides

the physical and material conditions for education, such as building, equipment and the
like. These are part of the education setting or the teaching-learning situation.
Supervision is concerned with improving this situation.

4. The basic purpose of administration is to organize and operate the educational

institution, so that instruction may take place. The purpose of supervision is to bring
about a continuing improvement in the instructional programme. Administration
represents the whole enterprise of educational management and supervision represents
a portion of it.
5. Administration precedes supervision. It means that some form of organisation and
some supervision for management of the institution are essential before any programme
of instruction is instituted. Many of the activities in administration have definite
supervisory implications. Corrupted administration becomes ugly and soul-killing. It is
only effective supervision that can save us from the victimization of soul-4dlling
administration.

So the soul purpose of supervision is to achieve qualitative improvement in the

teaching-learning situation of a school. The aim is not to administer the school, but to
bring about improvement in the education of the pupils and the professional growth of
the teachers.

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Glen G Eye & L.A. Netzer have rightly remarked that ”even though supervision is
assigned quite specific tasks within the area of administration, it is considered an
integral part of it. Supervision must be primarily a non-managerial service within the
total responsibilities of administration. ”

It clear that both administration and supervision are closely related and functionally
related. They coordinate and supplement each other both have the same function. The
function is the creation of favourable conditions for the educational process and their
maintenance at an effective level. One cannot go on without the other.

Administration provides the educational setting or the teaching-learning situation and

supervision studies it, evaluates its strength and weakness and continuously improves it.
In this connection A.S. Barr said that “Administration and Supervision considered
functionally cannot be separated a set off from each other. The two are coordinate, co-
relative, complementary, mutually shared functions in the operation of educational
systems.”

Educational administration and supervision are now regarded as total processes

inclusive of all responsibilities and functions necessary for running the schools. Good
inter-personal relationships between the administrator and supervisor, the supervisors,
teachers and pupils and also inter-institutional relationships between the school and the
state, the school and the community, group dynamics etc. are receiving greater
emphasis.
ADVERTISEMENTS:

All these factors have resulted in a new philosophy, according to which administration is
concerned with managing resources, allocating tasks, making decisions and solving
problems and Supervision is concerned with their improvement as well as that of the
whole teaching- learning situation. In modem educational thought. Supervision is a
phase of administration with particular emphasis on the products of teaching and
learning activities.

Related Articles:
1. Top 10 Features of Modern Supervision |Educational
Management
2. Educational Supervision in India: Meaning, Scope, Nature and
Type
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CHAPTER I MEANING AND SCOPE OF

ADMINISTRATION AND SUPERVISION
REPORTERS

Simon Julius Gozum

59
Introduction
Advocates of the s
chool of thought,
who considers teac
hing as an art, argu
e thatclassroom ins
truction is a compl
ex activity that put
s primary importan
ce on the teacherv
ariable, among ma
ny other interactin
g variables such as
student, curriculu
m, instruction,and
learning environm
ent. Clearly, this c
oncern for persona
l variables in the te
aching-learning pr
ocess is a bias tow
ards what Wiles an
d Bondi (1991) ref
er to as the art ofte
aching perspective
which is glossed o
ver in the science
of teaching view.
Based on this pers
pective, when prep
aring for classroo
m instruction, imp
ortant concerns su
ch as what,how, an
d how much to tea
ch, under what con
ditions, among oth
ers, are decided by
individual teachers
in consideration of
personal lenses.
60
EVALUATION O
F CLASSROOM
INSTRUCTIONE
valuation
- It is the making o
f a judgement abo
ut the value of som
ething.
Types of Evaluati
onFORMATIVE
EVALUATION
 The purpose is pri
marily to determin
e the effectiveness
of the delivery of i
nstruction thatwill
serve as the basis f
or improvement.
SUMMATIVE E
VALUATION
The purpose is to u
se the results for m
aking administrati
ve decisions.
The Need to Evalu
ate Classroom Ins
truction
Despite the unres
olved issues and c
ontroversies, evalu
ation of classroomi
nstruction remains
a common practice
in many schools in
the Philippines. W
hy is itnecessary to
evaluate teaching
performance? Wh
y is the evaluation
of teaching perfor
mance a required s
kill for an instructi
onal supervisor? E
valuation is arguab
ly animportant and
crucial process in i
nstructional superv
ision and, therefor
e, part and parcel o
fthe responsibility
of an instructional
supervisor.1. It hel
ps the instructional
supervisor know h
ow to assist teache
rs in their works.2.
It assesses the qual
ity of instruction.3.
It monitors teacher
s' progress of instr
uction.4. It serves
as a basis for admi
nistrative decision-
making.
Dimensions of effe
ctive teaching
HALSALL (1998)
, “The dimensions
of effective teachi
ng include knowle
dge and
understanding of t
he subjects being t
aught; setting high
expectations to cha
llenge thelearner,
planning effectivel
y; employing strat
egies that match n
ot only the needs o
f the
learners, but also t
he objectives, and
managing the learn
ers well.”
MOORE (1998),
He emphasized the
importance of dem
onstration of a vari
ety ofskills such as
reflective thinking,
decision-making, p
lanning, communi
cating, andsystema
tic evaluation.
61
EXPERT TEACH
ER
1.

Subject Matter Ex
pertise2.
Classroom Manag
ement Expertise3.

Diagnostic Experti
se4.

Communication E
xpertise5.
Rational Expertise
RESPONSIBLE T
EACHER
1.

Learner-centered2.
Skills3.

Values-
integrationThe Fili
pino model provid
es a continuum art
of teaching and sci
ence of teaching p
erspectives.
CATEGORIES F
OR EVALUATIO
N
Based on the differ
ent categories cite
d by various exper
ts, teaching behavi
oursmaybe content
-related, instructio
n-related, climate-
related, and classr
oom-
managementrelate
d.1.
Content-Related B
ehavior
–
relate to mastery o
f the subject matte
r2.
Instruction-
Related Behavior
–
pertains to metho
ds and strategies in
cludingeffective c
ommunication3.
Climate-Related B
ehavior - concerne
d with the physical
and socio-
emotionalenviron
ment conducive to
learning.
TEACHING CO
MPETENCIES
Although there are
variations in focus
and emphasis, ther
e is a convergence
ofthought that clas
sroom observation
provides the oppor
tunity to assess dif
ferent majorareas
of competence. Eff
ective teaching inv
olves the interplay
of various compete
ncies.1.
Communication S
kills2.

Knowledge of a va
riety of Teaching
Strategies
62
3.

Skills in planning4
.

Mastery of Subject
Matter5.
Skills in assessing
the outcomes of le
arning6.

Skills in classroom
management7.
Attitude that foster
learning
Classroom Manag
ement and Observ
ationClassroom m
anagement
 refers to the wide
variety of skills an
d techniques thatte
achers use to keep
students organized
, orderly, focused,
attentive, on task,
andacademically p
roductive during a
class.According to
Kounin Instruction
al Management (C
alifornia State Uni
versity,Chico, 200
5), classroom man
agement includes a
ll of the things a te
acher does in purs
uit oftwo importan
t objectives:


To foster student i
nvolvement and co
operation in all cla
ssroom activities


To establish a prod
uctive working en
vironment in classr
oomTo achieve the
se twin objectives,
it is important for
a teacher to make s
ure that before inst
ruction takes place
, there is all-round
readiness in terms
of the room, activit
ies,materials, and
more importantly,
the students.
Jacob Kounin
is an educational t
heorist who focuse
d on a teacher’s ab
ility to affect
student behavior th
rough instructional
management. His
best-known work
was done in the19
70s, where he con
ducted two major
case studies. From
educational psych
ologist to awell-
known theorist tod
ay, Kounin brough
t a novel idea that i
ncorporated both t
heinstructional and
disciplinary aspect
s of the classroom
together. Before th
is happened, moste
ducators viewed th
eir role as a straigh
t-forward passing
on of skills and kn
owledge to
their students. Afte
r publishing his bo
ok, “Discipline an
d Group Managem
ent inClassrooms”
(1977), Kounin att
empted to influenc
e the
 original viewpoint
of educatorsand to
integrate teaching
and discipline in th
e classroom
Kounin’s first obse
rvation of an intrig
uing pattern in stu
dent behavior was
when he
asked a student in
his own classroom
to put something a
way; he noticed th
at the studentsarou
nd him suddenly f
ollowed in focusin
g their attention. H
e watched as the c
orrection ofone stu
dent behavior actu
ally spread to othe
r students engagin
g in inappropriate
behaviors,
63
and resulted in a m
uch more ordered r
oom. He later desc
ribed this phenome
non as the
“Ripple Effect”.
This first observat
ion led Kounin to
conduct experimen
ts over 5 years wit
h studentsfrom all
levels, but later Ko
unin changed his f
ocus to seeing how
teachers actually p
reparedor proactiv
ely managed their
classrooms before
behavior occurred.
He noticed how th
ereactions of teach
ers to students affe
cted classroom ma
nagement in a neg
ative way. Helearn
ed that teachers we
re always receivin
g similar responses
from their students
no matterhow they
reacted to misbeha
vior in the classroo
m. From this obser
vation, he conclud
edthat there must b
e something a teac
her could do to pre
vent misbehavior i
n the first place,wh
ich would lead to
more effective clas
sroom managemen
t.From his studies,
Kounin developed
theories about clas
sroom managemen
t that
were based around
a teacher’s ability t
o organize and pla
n in their classroo
ms while using
 proactive behavio
r and high student
involvement. He b
elieved that in ord
er for a teacher toh
ave an effective co
nnection between
management and t
eaching, there nee
ded to be goodLes
son Movement. Th
is Lesson Moveme
nt is achieved thro
ugh withitness, ov
erlapping,moment
um, smoothness, a
nd group focus.
Withitness

was Kounin’s wor

d to describe a teac
her’s ability to kno
w what was
going on at all tim
es in his/her classr
oom. This can be a
s simple as making
scanning looksaro
und the room ever
y once in a while.
Kounin said that is
was not necessary
for the teacherto k
now what is going
on, but for the stud
ents to perceive th
at the teacher kno
ws.
Overlapping
is the ability for a t
eacher to in a word
, multi-task. Being
able to present a n
ew topic while pre
venting misbehavi
ors is essential for
a teacher. The con
ceptof overlapping
ties into the idea of
wittiness as well.
Momentum

is the flow of a les

son. A teacher mus
t be able to “roll
-with-the-
punches” in ackno
wledging that thin
gs might go wrong
and being able to f
luidly adapt and
continue onward d
espite distractions
and disruptions. A
n example of this
would be astudent
late for the class in
terrupts or technol
ogy that is being u
sed goes wrong.S
moothness is also
highly related to m
omentum. Being a
ble to keep on trac
k withoutgetting o
n tangents as well
as being diverted b
y irrelevant questi
ons or information
isimportant. Many
times, a teacher ca
n get distracted an
d leave a topic ope
n and not come ba
ck to it until later,
which can be conf
using to students.
Another thing that
can ruin
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