SUPEReXCELS

MODULE 13

Provide
Differentiated Supervision

First Edition

Southeast Asian Ministers of Education Organization

Regional Center for Educational Innovation and Technology
First Edition

SEAMEO INNOTECH
Copyright © by SEAMEO INNOTECH
All rights reserved. Published 2010
Printed in the Philippines

ISBN

No part of this publication may be reproduced or distributed

in any form or by any means, or stored in a database or
retrieval system, without prior written permission of
SEAMEO INNOTECH.

www.seameo-innotech.org
www.innotech.org
Contents
What Is This Module About? ................................................................................... 1
What Will You Learn? .............................................................................................. 3
Flow of Instruction .................................................................................................... 4
What Do You Already Know? ................................................................................. 5
Feedback .................................................................................................................... 8
How Do You Rate Yourself? .................................................................................... 9

Lesson 1: The Differentiated System of Supervision: Options and

Challenges ............................................................................................... 11

What Is This Lesson About? ............................................................................... 11

What Will You Learn? ......................................................................................... 12
Let’s Study ........................................................................................................... 12
Let’s Think About This ...................................................................................... 16
Let’s Try This (Activity 1.1) ................................................................................ 17
Feedback ............................................................................................................. 18
Let’s Study: What Is Supervision? ...................................................................... 19
Let’s Try This (Activity 1.2) ................................................................................. 20
Let’s Read: Why Differentiated Supervision? ................................................... 21
Let’s Try This (Activity 1.3): My Preferred Supervision Style ........................... 23
Let’s Read: What Are the Options under Differentiated Supervision? ............ 24
Let’s Try This (Activity 1.4) ................................................................................ 25
Let’s Read: Clinical Supervision (CS) ................................................................ 26
Let’s Think About This: Overcoming the
Disadvantages of Clinical Supervision (CS) ............................................ 27
Let’s Study: Cooperative Professional Development (CPD) ............................. 28
Let’s Try This (Activity 1.5) ................................................................................ 29
Let’s Read: Challenges in Adopting Cooperative Professional
Development (CPD) .................................................................................. 30
Let’s Think About This ....................................................................................... 31
Let’s Study .......................................................................................................... 31
Let’s Think About This ....................................................................................... 32
Let’s Read: Self-Directed Development (SDD) ................................................... 32
Let’s Try This (Activity 1.6) ................................................................................. 33
Feedback ............................................................................................................. 34
Let’s Study ........................................................................................................... 34
Let’s Read: Administrative Monitoring (AM) .................................................... 34
Let’s Think About This ....................................................................................... 36
Feedback ............................................................................................................. 36
Let’s Study ........................................................................................................... 37
Let’s Try This (Activity 1.7) ................................................................................. 38
Let’s Read: What Are the Advantages and Disadvantages
of Differentiated Supervision? .............................................................. 38
Let’s Think About This ...................................................................................... 39
Let’s Try This (Activity 1.8) ................................................................................ 39
Feedback ............................................................................................................. 40
Let’s Remember .................................................................................................. 41
How Much Have You Learned From This Lesson? .......................................... 43
Feedback ............................................................................................................. 45
Lesson 2: Implementing Differentiated Supervision in Your
School ..................................................................................................... 46

What Is This Lesson About? ............................................................................... 46

What Will You Learn? ........................................................................................ 46
Let’s Try This (Activity 2.1) .................................................................................. 47
Feedback ............................................................................................................... 47
Let’s Read: Steps in Implementing the Differentiated System of
Supervision; Step 1 Conducting a Supervisory Needs Analysis ........... 48
Let’s Try This (Activity 2.2) ................................................................................. 50
Let’s Read: Step 2: Preparing Your Differentiated
Supervisory Program (DSP) ...................................................................... 52
Let’s Try This (Activity 2.3) ................................................................................. 54
Feedback .............................................................................................................. 59
Let’s Try This (Activity 2.4): Preparing to Introduce Your
DSP to the teachers .................................................................................... 59
Feedback .............................................................................................................. 62
Let’s Read: Steps 3, 4, and 5 in Implementing Differentiated Supervision ...... 63
Let’s Study ............................................................................................................ 65
Let’s Think About This ....................................................................................... 68
Let’s Read: Alternative Resources for Differentiated
Supervision: 1) Human Resources ........................................................... 69
Let’s Think About This ....................................................................................... 70
Feedback: The School Head as Leader of a Supervisory Team .......................... 70
Let’s Read: Alternative Resources for Differentiated Supervision
2) Special Resources .................................................................................. 70
Let’s Think About This ....................................................................................... 73
Let’s Read: Video Analysis .................................................................................. 73
Let’s Think About This ....................................................................................... 74
Let’s Remember ................................................................................................... 75
How Much Have You Learned From This Lesson? .......................................... 76
Feedback ............................................................................................................... 77
Let’s Sum Up ....................................................................................................... 77
How Much Have You Learned From This Module? ......................................... 78
Feedback .............................................................................................................. 82
How Do You Rate Yourself Now? ...................................................................... 83
Let’s Apply What You’ve Learned (Module Assignment) ................................ 84

Key to Correction .................................................................................................... 85

Suggested Readings and Websites ...................................................................... 103
Glossary ................................................................................................................. 104
References .............................................................................................................. 106
What Is This Module About?

In a majority of school settings, school heads play a variety of roles. One

of those important roles that school heads play is that of supervising the
school’s faculty. Have you played this role before? Was it something you
enjoyed doing or was it a source of difficulty for you? Many school heads
acknowledge that supervising teachers is a difficult role that demands a
lot of time and effort. If not handled properly, the supervisor-supervisee
relationship could be a source of disagreements and relational breakdowns
in the school. Being the school head or school administrator, you are the
leader in an ”army of teachers”. You want to make sure that they do their
job, and do it well. Instructional supervision does not have to be a
”battlefield” between supervisors and teachers. Fortunately, there are three
approaches to instructional supervision that school heads can choose from
and apply. Can you recall what these three supervisory approaches are?
The earlier SUPEReXCELS modules refreshed you on the three instructional
supervision approaches, which are: developmental supervision (covered
in the SUPEReXCELS module, “Provide Developmental Supervision”),
clinical supervision (discussed fully in the module, “Provide Clinical
Supervision”), and differentiated supervision, which is the coverage of
the module you are studying now. Differentiated supervision empowers
both teachers and school heads by providing supervision options that are
tailored to their needs. This supervisory approach recognizes individual
differences in terms of needs, capabilities, interests, and various
circumstances, among others.

Instead of labeling teachers and responding to them according to the label,

differentiated supervision allows teachers to decide exactly how they want
to be supervised. Instead of giving all teachers a very thorough clinical
supervision, like what is commonly practiced, they are allowed to try other
supervision options. This enhances focus on areas where closed-in critical
supervision is needed. Have you tried using differentiated supervision
before in your school? If you are a sensitive school head who supervises
your teachers according to their different personalities and various needs,
you may already have been applying differentiated supervision to some
extent. But whether you have always supervised your teachers in the
same manner or differently, reading the lessons in this module is a good
way for you to know more about it.

Provide Differentiated Supervision 1

 This module will familiarize you with the concept of differentiated
supervision. It will describe different options under differentiated
supervision that you can use to help your teachers achieve their
instructional goals. In this module, you will also find out more about how
to actually implement the differentiated supervision program in your
local setting.

Prior to learning about differentiated supervision, you should already

be familiar with the concept of supervision itself. It is an important
component of a school head’s tasks. Ideally, therefore, it is very
important for you to have previously enhanced your competence in
developmental supervision as learned from the SUPEReXCELS module,
titled Provide Developmental Supervision, before proceeding to this
one. By doing so, you would be familiar with some of the principles of
supervision and how supervision on the basis of teachers’ levels of
abstraction and commitment is actually done. It is also important for
you to have studied the SUPEReXCELS module, titled Provide Clinical
Supervision, which focuses on one of the supervisory options under
differentiated supervision: clinical supervision.

Are you eager to learn more about differentiated supervision, also called
”supervision by choice”? Then, this module is for you.

Each lesson has activities for you to work on. These will help you gauge
your progress throughout the course. Make sure you work diligently on
the activities and self-assessment tools provided to find out how well you
would have learned.

2 Provide Differentiated Supervision

What Will You Learn?

At the end of this module, you should be able to plan and implement a
differentiated supervision program in your school.

Specifically, you should be able to do the following:

• Define differentiated supervision.

• Distinguish from one another the four options under

differentiated supervision.

• Discuss the advantages and disadvantages of the supervision

options under differentiated supervision.

• Prepare a Differentiated Supervisory Program (DSP) for your

school.

• Introduce your DSP to the teachers.

• Implement DSP in your school.

• Identify some resource options used in differentiated supervision.

• Evaluate your school’s DSP.

This module has two lessons that will guide you through the process of
providing differentiated supervision in your school. The lessons are:

Lesson 1: The Differentiated System of Supervision: Options and

Challenges. It shall familiarize you with the concept of differentiated
supervision. You will learn the different supervision options available and
the advantages and disadvantages of each.

Lesson 2: Implementing Differentiated Supervision in Your School.

Here, you will learn how you can apply and evaluate the differentiated
supervision approach in your school.

Provide Differentiated Supervision 3

 Flow of Instruction

Lesson Focus Topics

1. The • Description of • What is supervision?

Differentiated differentiated • What is differentiated
System of supervision. supervision?
Supervision:
• Distinctions among • What are the four
Options and
the four options supervisory options
Challenges
under differentiated under differentiated
supervision. supervision?
• The advantages • What are the advantages
and disadvantages and disadvantages of
of the four options differentiated
under differentiated supervision?
supervision.

2. Implementing • The steps in • What are the steps in

Differentiated implementing a implementing
Supervision Differentiated differentiated
in Your Supervisory supervision?
School Program (DSP) in • What are the steps in
school. preparing a
• Resources used Differentiated
when a Supervisory Program?
differentiated system • What are the procedures
is implemented. in introducing a
• Monitoring and Differentiated
evaluating a DSP in Supervisory Program?
your school. • What are some of the
alternative resources
that could be used for
differentiated
supervision?
• How is the
Differentiated
Supervisory Program
implemented and
evaluated?

4 Provide Differentiated Supervision

What Do You Already Know?

To find out how much you already know about the concepts discussed in
this module, try to answer the following questions:

Part I

Encircle the letter of the best answer.

1. The primary advantage of differentiated supervision over other

supervisory approaches is that

a. it is less expensive

b. it is less time-consuming

c. it is flexible

d. it always provides better results

2. This is the most intensive type of supervisory option under

differentiated supervision.

a. Clinical supervision

b. Cooperative professional development

c. Self-directed development

d. Administrative monitoring

3. What supervisory option involves the school head dropping by the

classroom every now and then to check how well the teacher is doing
in carrying out his/her responsibilities?

a. Clinical supervision

b. Cooperative professional development

c. Self-directed development

d. Administrative monitoring

Provide Differentiated Supervision 5

 4. This supervisory option is also known as “supervision among
colleagues”.

a. Clinical supervision

b. Cooperative professional development

c. Self-directed development

d. Administrative monitoring

5. This supervisory option is most appropriate for teachers who prefer

to work independently for professional growth.

a. Clinical supervision

b. Cooperative professional development

c. Self-directed development

d. Administrative monitoring

6. The best argument for differentiated supervision is that

a. teachers need to be supervised intensively

b. teachers have different growth needs and learning styles

c. teachers need to be given feedback

d. teachers who are observed in class do better later on

7. A school head conducted a needs assessment of the teachers under

his supervision. It was found that some of them want to be coached
on lesson planning and teaching methodology, some prefer to work
with their co-teachers, and some prefer to receive only minimal
supervision. What supervisory approach should the school head
adopt?

a. Developmental supervision

b. Clinical supervision

c. Multi-level supervision

d. Differentiated supervision

6 Provide Differentiated Supervision

8. A meeting or dialogue held between the school head and the teacher
after the school head had observed the teacher’s class is called

a. spot check

b. consultative meeting

c. post-observation conference

d. coaching

9. The first step in preparing a supervisory program is

a. environmental analysis

b. consultation with stakeholders

c. needs analysis

d. competency-building

10. Basic to the success of the implementation of a differentiated

supervisory program is the involvement and commitment of teachers.
This can be achieved by promoting their

a. understanding of differentiated supervision

b. understanding of curricular and instructional processes

c. understanding of the teaching-learning process

d. understanding of their supervisory preferences

11. Monitoring and evaluation (M&E) are essential aspects of supervisory

program implementation as these activities

a. ensure that the school head achieves program goals at the end of
the program

b. provide the school head information about stakeholders’ needs

and expectations and how these are being met

c. enable the school head to see if activities are being implemented as

planned and to assess the achievement of program goals

d. enable the school head and the teachers to discuss their concerns
and opinions about the supervisory program

Provide Differentiated Supervision 7

 Part II. Write your answers on the spaces provided.

1. What is differentiated supervision?

2. Why would teachers need different supervisory options?

3. What are the steps in establishing differentiated supervision in a school

setting?

4. Does the principal play an active role in differentiated supervision?

Elaborate on your answer.

Feedback

Check your answers against those found in the Key to Correction on pages 85-89.

For Part I, getting 8 out of 11 correct answers means that you have a good idea
about the topics. Reading this module carefully will enable you to polish your
ideas on differentiated supervision. If you scored 7 or lower, working hard on this
module will equip you with the competencies you need to practice differentiated
supervision.

For Part II, since your answers are in essay form, give yourself a point for each
question if your responses have the same thoughts as those found in the Key to
Correction. If you got all the items correct, that’s great! It means that you are
already very familiar with the contents and processes found in this module.
However, you may still need to study the module to refresh your memory and to
learn new concepts. If you scored 3 or below on these questions, study the module
carefully to familiarize yourself with the topics discussed.

8 Provide Differentiated Supervision

How Do You Rate Yourself?
SELF-RATING COMPETENCY CHECKLIST
Directions: The checklist below contains a list of competencies covered in
this module. For each competency, there are four possible levels of mastery
(Novice, Apprentice, Practitioner, Expert). You will use this matrix to
rate your level of mastery of each competency prior to studying the module
(PRE), and after you complete the module (POST). For each competency,
place a check mark () under the appropriate “PRE” column which best
describes your level of mastery prior to studying the lessons of the module.
You will place a check mark () under the appropriate “POST” column
when you have completed the module. Comparing your two self-ratings
on the PRE and POST columns will later tell you whether you have
improved your competency level or not.

I cannot I am I can do I can do

do this learning this, but this very
yet how to I need well
COMPETENCY (Novice) do this to learn (Expert)
(Apprentice) more and
improve
(Practitioner)
Pre Post Pre Post Pre Post Pre Post
1. Define differentiated
supervision

2. Discuss the rationale

of differentiated
supervision and
elaborate on its
importance.

3. Differentiate the types

of supervisory options
under differentiated
supervision.

4. Discuss the
advantages and
disadvantages of the
different options
under differentiated
supervision.

Provide Differentiated Supervision 9

 I cannot I am I can do I can do
do this learning this, but this very
yet how to I need well
COMPETENCY (Novice) do this to learn (Expert)
(Apprentice) more and
improve
(Practitioner)
Pre Post Pre Post Pre Post Pre Post
5. Conduct a
supervisory needs
analysis.

6. Prepare a
differentiated
supervisory
program.

7. Introduce a
differentiated
supervisory
program to
teachers.

8. Implement a
differentiated
supervisory
program in school.

9. Identify resources
used when
implementing a
differentiated
supervisory
program.

10. Monitor and

evaluate a
differentiated
supervisory system in
school.

How did you fare? What competencies do you need to develop further?
Keep them in mind as you study the module.

Proceed to the next page and begin Lesson 1.

10 Provide Differentiated Supervision

 LESSON
The Differentiated System
of Supervision: Options
and Challenges 1
What Is This Lesson About?
Supervising faculty members is an important component of a school head’s
job. Done whole-year round, this activity hopes to promote improvements
in teachers’ performance and, consequently, in the students’ learning.
Most school heads often implement supervisory approaches with a built-
in evaluation component. During supervisory visits, teachers would
expectedly feel uneasy. They know that the results of supervisory visits
will have a bearing on their teaching career. Supervisory feedback
indicating poor teacher performance would not look well on their records.

School heads also feel burdened during these times. They feel pressured
to provide supervision and may not be too eager to implement this rigorous
activity, which traditionally, had been attached to teacher evaluation.
The good news is that the SUPEReXCELS module, Provide Clinical
Supervision, has equipped you with knowledge on how to properly
implement this hands-on supervision approach that, applied correctly,
could make a significant positive change in the teaching-learning process.
Clinical supervision will later on be revisited in this module as one of the
supervisory options.

Do you want to know about these supervisory options? If your answer is

YES, this lesson is a good place to start.

This lesson shall give you an overview of differentiated supervision, an

alternative form of overseeing the performance of teachers. You will study
the supervisory options that differentiated supervision offers and their
pros and cons. Are you ready to find out more about all these? Then read
on.

Provide Differentiated Supervision 11

 What Will You Learn?
At the end of this lesson, you should be able to do the following:

 Define differentiated supervision.

 Discuss the rationale of this supervisory approach.

 Describe the four options under differentiated supervision.

 Discuss the advantages and disadvantages of each option.

Let’s Study

In a local school in Cambodia, four teachers are discussing their concerns

at work and the upcoming evaluation scheduled by their school head.

Teachers’ Lounge, just before 5:00 pm

Oh, what a day!

12 Provide Differentiated Supervision

 Why, what happened? I had a problem with my Reading class.
The students had difficulty reading the
newspaper article that we were supposed
to discuss in class.

Is that so? I have a similar problem. Oh, I can very well relate to your
My students could not understand experiences. Being a new teacher, I am
today’s lesson in Math. We were not only having difficulty teaching Math
discussing fractions, but they didn’t and Reading, but all other subjects as
seem able to grasp the idea of well. The students do not seem to
halves and quarters very well. understand me.

(Teacher A) Oh, that’s how students

are nowadays. They’re really more
active, but mostly with concerns other
than schoolwork. Being the oldest in
this group and the most senior in
terms of service, I miss the time when
teachers could form small group
discussions. We would observe each
other in class and take down notes.
That way, we were able to advise each
other about our strengths and
weaknesses in conducting classess.
But today, this is no longer done. Our
superiors prefer long one-on-one
sessions that take up a lot of time. I
have little time left to do other things.

Provide Differentiated Supervision 13

 (Teacher B) Personally, I do not want anyone
looking over my shoulder. I feel worried and
confused every time a superior calls a meeting.
I have been teaching for five years now and I
think I can do well on my own. I believe I am a
fast learner. In fact, I have already completed
studying several books about new teaching
approaches that I plan to implement to make
my teaching better.

(Teacher C) I prefer working with someone wiser and more

experienced. As a young teacher, I feel there’s a lot to learn
from someone who has been in school for a long time. I
like spending long hours with a mentor. I really love it when
I get feedback about my work and get followed up
regularly. I want someone to monitor my achievements. I
am not so sure I can improve my teaching all by myself.

That may not be the

case in our school. I
heard our new
school head is very
traditional. Oh, by
the way, do you
know that he will
start conducting
supervisory visits
with us next week?

(Teacher D) I heard that in another school, the school head just drops by the
class every now and then. That would be okay for me. I need a mentor’s
presence, but I am not comfortable with working too much with one. I don’t like
working alone either.

14 Provide Differentiated Supervision

I heard about it. I am prepared to be
visited. It’s been the same every year. What would those be?
Chances are there will be no change. We
will be visited and afterwards only two
things could happen.

First, that nothing will be done

about the supervisory visit
results. It has been years since I
received feedback about my
teaching performance. It’s either
that, or you will be put in a
program where you will be
closely monitored by the school
head until she is satisfied with
your work.

I hope there will be changes this I agree, but the question is how
year. I feel there really is a need for can that be attained?
us to change for the better.

Provide Differentiated Supervision 15

 Let’s Think About This
1. What does the conversation among the teachers tell you about them?

2. What can you say about their needs for supervision and how they
want it delivered?

3. Who among them would you feel most comfortable working with? Why?

4. What do you think could be done to address the teachers’ concerns?

Compare your answers with those in the Key to Correction on page 90.

16 Provide Differentiated Supervision

Let’s Try This (Activity 1.1)
Imagine once more that you are the school head/supervisor of the four
teachers. If you were to make a profile of each one, what would it be? I
want you to fill out the profile sheet of each teacher below. Stretch your
imagination!

(Teacher A)
Name: Ms. Huong

Length of service as a teacher:

Describe her as a teacher:

Describe the type of supervision preferred:

(Teacher B)
Name: Mrs. Leng

Length of service as a teacher:

Describe her as a teacher:

Describe the type of supervision preferred:

Provide Differentiated Supervision 17

 (Teacher C)
Name: Ms. Kim

Length of service as a teacher:

Describe her as a teacher:

Describe the type of supervision preferred:

(Teacher D)
Name: Mrs. Nga

Length of service as a teacher:

Describe her as a teacher:

Describe the type of supervision preferred:

Feedback
Compare your profiles with those found in the Key to Correction on pages
91-92. Are your initial impressions correct? If your answers are similar to
those found in the Key to Correction, that’s great.

18 Provide Differentiated Supervision

Let’s Study
What Is Supervision?

Just as Aristotle was supervised by his mentor, Plato, in developing his

reasoning prowess, today’s doctors-in-training are supervised by senior
doctors. Senior executives train their company managers. Internships and
fellowships abound in most government and non-government agencies.
In all these mentor-learner relationships, the purpose is to ensure that set
goals are successfully achieved. In the context of the school setting, school
heads and administrators supervise the teachers towards instructional
effectiveness. All teachers, including those that have been teaching for a
long time, need to be supervised to make sure that there is a dynamic and
lifelong learning. This being the case, supervisors should all the more
continue to study effective supervision options.

Glatthorn (1997) defined the supervision of classroom instruction as

follows:

“Supervision is a process of facilitating the professional growth of a

teacher, primarily by giving the teacher feedback about the classroom
interactions and helping the teacher make use of that feedback in
order to make teaching more effective.”

This definition implies that supervision is an activity that has target goals.
The primary goal is to make teachers more effective in the classroom by
giving them feedback that they can use to improve their teaching.

As you have learned in the SUPEReXCELS module, Provide

Developmental Supervision, Glatthorn’s definition also implies that
supervision promotes cooperation and communication in schools. The
cooperative process can be done in many ways, and one of them is the
differentiated approach to instructional supervision. Differentiated
supervision is unique in the sense that it provides the teacher options
about how his/her teaching improvement is to be supervised.

Having options always makes a process easier to go through. Teachers,

like workers in any other profession, should be able to exercise their choice
about the kind of supervision they will receive. Teachers making a choice
as to how they will be supervised is indeed an alternative approach in
place of some rigid and fear-ridden supervision. Some teachers want a
“closely guarded, hands-on approach.” Some prefer a higher level of
independence. Others want to work with their colleagues.

Provide Differentiated Supervision 19

 However, many school heads adopt only one type of supervision for all -
clinical supervision. This type of supervision is the “closely guarded, hands-
on approach” which you may be already familiar with. In many cases the
teachers are not given options on how they are to be supervised. All teachers,
regardless of their needs, are treated in the same way. This leads to teachers
complaining that their needs are not adequately addressed, as the approach
used in supervising them is not the approach they prefer.

What Is Differentiated Supervision?

The differentiated system of supervision allows teachers to choose the

supervisory option that is appropriate for them. Within certain limits,
they are free to choose whether they wish to receive clinical supervision,
work with a co-teacher in a cooperative development program, or be
mostly independent and direct their own professional growth. They could
even have their teaching monitored on scheduled visits by the school head.
They are given a choice on what they would have, when they would
have it, and whom to work with (Glatthorn, 1990). The expectation is
that by making the choices themselves, they would have more “ownership”
of the process. The preferred type of supervision is predicted to be more
responsive to their personal needs (Glatthorn, 1997).

Let’s Try This (Activity 1.2)

What do you think would happen if you were to provide your teachers
the different supervisory options that they prefer? Some of the effects
might be positive and some might be negative.

In the table that follows, indicate what you think are some of these positive
and negative effects. Also indicate how the positive effects may be
sustained and suggest some solutions for each negative result you will
identify.

20 Provide Differentiated Supervision

 Positive Effects How to Sustain Positive Effects

Negative Effects How to Address Negative Effects

Share and discuss your reflections with your co-learners and Flexible
Learning Tutor.

Let’s Read

Why Differentiated Supervision?

There are three major reasons why differentiated supervision should

be considered in your school as an approach to adopt. These are the
following:

 The use of clinical supervision as a “one-for-all” approach is

inadequate.

Although clinical supervision offers many advantages in terms of

both the school head and the teacher learning through the five steps
of clinical supervision, the rigorousness of this supervisory option
makes the teacher performance observation impossible to be
frequently done. Clinical supervision uses a “hands-on approach” and
involves “close guarding” of the teacher by the supervisor. Being hands-
on and meticulous, clinical supervision, if implemented for all teachers,
would be both time-consuming and impractical. It takes away a lot of

Provide Differentiated Supervision 21

 time from both the teacher and the school head. Glatthorn (1984)
estimated that if school heads spent three hours observing and training
their teachers for every 40 hours of their stay in school per week, it
would still not be enough. For each year, that school head would have
only accumulated 100 hours for supervision. Using clinical supervision
alone as an approach, only ten teachers would have been able to receive
it.

Besides, clinical supervision is a thorough process that was originally

designed for the training of student teachers. Not all teachers, however,
would need that much “attention” from their supervisor. Many would
also rather be left alone to pursue their own teaching improvement
initiatives and individual self-directed professional development.

On the other hand, the effectiveness and adequacy of the differentiated

supervision approach lies in the many types of supervision the school
head may apply depending upon the teachers’ preference. All these
types enable the school head to supervise all the teachers at varying
degrees of rigor. These types also involve communicating with the
teachers and giving feedback on the results of supervision conducted.

 Teachers have different growth needs and learning styles.

The differentiated approach acknowledges the uniqueness of each

individual. As you may have guessed from the conversation of the
four Cambodian teachers on pages 12-15, teachers vary in the kind of
interactions they prefer. Some would prefer a more formal helping
relationship while some only want to work with other teachers in a
collegial relationship. They also have different views about supervisory
relationships and would prefer different types of work environments.

 Supervisors also have different personalities and supervising styles.

Lastly, as teachers’ needs are highly individualized, supervisors, too,

need to individualize their supervising approaches. School heads who
are more comfortable treating their teachers as peers or friends might
find the rigidity of clinical supervision disconcerting. In the same light,
some supervisors would also find a hard time dealing with teachers
who want to work independently. The demands of clinical supervision
may not be adequately attuned to the supervisor’s personality and skills.
Differentiated supervision addresses this concern by providing the
school head with options on the type of supervision he/she can apply.

22 Provide Differentiated Supervision

Let’s Try This (Activity 1.3)
Imagine yourself to be a teacher who needs supervision. What kind of
supervision style would you like? Encircle the letter of your answer.

My Preferred Supervision Style

1. As a teacher, I would most probably need supervision on this aspect
of my teaching performance:

A. planning lessons

B. teaching skills

C. classroom management

D. assessment and evaluation

2. I want a supervisor who is…

A. very hands-on and spends a lot of time with me

B. one who allows me to work on my own

C. a colleague who will give me feedback rather than being an

all-knowing tutor

D. rarely there and will not interfere with how I do my work

3. In being supervised, I prefer to work…

A. alone

B. with my co-teachers

C. with the school head, but not very closely

D. with the school head who is very involved

Provide Differentiated Supervision 23

 4. Review your answers. Based on your responses, what kind of
supervisory style and relationship do you think you need? Describe
that set-up using your own words.

Have your teachers answer the same questions. Afterwards, compare

your answers. Are your answers the same or different? What did you
learn from this exercise?

Share and discuss your responses and your teachers’ with your co-learners
and Flexible Learning Tutor.

Let’s Read

What Are the Options under Differentiated Supervision?

In contrast with the old system where all teachers receive the same type
of supervision, the differentiated supervision system allows teachers to
decide how they will be surpervised. There are four types of supervisory
options under differentiated supervision. These are: i) clinical supervision,
ii) cooperative professional development, iii) self-directed development,
and iv) administrative monitoring.

Differentiated
Supervision

Cooperative
Clinical Self-Directed Administrative
Professional
Supervision Development Monitoring
Development

24 Provide Differentiated Supervision

Let us recall the statements of one of the four Cambodian teachers.

Ms. Kim: I prefer working with someone wiser and more experienced.
As a young teacher, I feel there’s a lot to learn from someone
who has been teaching for a long time. I like spending long
hours with a mentor. I really love it when I get feedback
about my work and get followed up regularly. I want someone
to monitor my achievements. I am not so sure I can improve
my teaching all by myself.

Ms. Kim is a new teacher in the school. After graduating from teacher
training school, she immediately worked as a primary school teacher.
She acknowledges that she has more to learn and would benefit most
from a student-mentor type of supervision relationship. She does not mind
having a one-on-one relationship with a mentor, even if this would take
a long time as long as her teaching skills are improved.

For Ms. Kim, the clinical supervision option is most appropriate. It is an

intensive process designed to improve teaching performance. Recall the
five steps in the clinical supervision cycle that you learned in the
SUPEReXCELS module, Provide Clinical Supervison.

Let’s Try This (Activity 1.4)

Recall the clinical supervision cycle and write the steps in the appropriate
box.

Read on to check your answers.

Provide Differentiated Supervision 25

 Let’s Read
Clinical Supervision (CS)

Under clinical supervision, a supervisor (usually the school head) holds a

pre-observation conference with the teacher on lesson planning and other
aspects of the class to be observed. She then takes the second step,
observation, where she closely observes how the lesson is delivered in class.
The supervisor then studies the observation data under step 3, analysis
and strategy, then provides feedback about the observation under step 4, the
post-observation conference. Step 5 is post-conference analysis wherein the school
head reviews and analyzes how well the entire clinical supervision cycle
went and how the next cycle could be improved. This process is continued
until the desired improvements are achieved. The cycle of planning,
observation, analysis, feedback, and post-conference analysis in clinical
supervision is repeated several times a year as part of a systematic plan for
the teacher’s professional growth.

This approach requires a hands-on involvement by both the supervisor

and the teacher. The supervisor also needs to be focused on the task and
he/she should be skilled in applying special techniques in monitoring
and giving feedback. An ideal clinical supervision process would require
more than 10 hours of intensive work for the whole school year. This
explains why the clinical supervision system is most needed by beginning
teachers like Ms. Kim.

Clinical supervision is a challenging but rewarding process for both the

supervisor and the teacher. It is a very demanding activity in terms of
time and resources needed to carry it out as you have already learned in
the SUPEReXCELS module titled, Provide Clinical Supervision.

26 Provide Differentiated Supervision

Let’s Think About This
As an option under differentiated supervision, clinical supervision poses
some major challenges, such as demands in terms of time and resources.
Think of ways through which you could overcome these challenges. Write
your solutions on the space provided.

Read on to check your answers.

Overcoming the Disadvantages of Clinical Supervision (CS)

Recall what you have learned from the SUPEReXCELS module, Provide
Clinical Supervision. Listed below are ideas offered by Zepeda (2002)
and Robin and Alvey (2004) with which you could address the challenges
posed by clinical supervision. These solutions will enable you to apply CS
effectively to teachers who may prefer it.

Ways of overcoming the disadvantages of clinical supervision:

• Tap other sources of supervisory assistance.

• Train and support teachers who are willing to coach and mentor
their colleagues.
• Keep a log of observations by various school personnel that you
tapped.
• Supervise with limited time.
• Find out what the teachers’ preferred supervisory options are.
• Find out what your preferred supervisory option/s is/are.

Provide Differentiated Supervision 27

 Let’s Study
Now, let’s review the expressed concern of another teacher.

Mrs. Leng: Oh, that’s how students are nowadays. They’re really
more active, but mostly with concerns other than
schoolwork. Being the oldest in this group and the most
senior in terms of service, I miss the time when teachers
could form small group discussions. We would observe
each other in class and take down notes. That way, we
were able to advise each other about our strengths and
weaknesses in conducting classes. But today, this is no
longer done. Our superiors prefer long one-on-one
sessions that take up a lot of my time. I have little time
left to do other things.

What do you think of Mrs. Leng?

Mrs. Leng is the most experienced among the four teachers. She feels that
her long service in school has already equipped her with the necessary
teaching skills. She also does not like the idea of being mentored by someone
younger or less experienced than she. She is wary of supervisors who
seem to doubt her abilities. She admits to not being very interested in
supervisory approaches that take up a lot of her time. If this were so,
what approach would you use to address her concerns?

Cooperative Professional Development (CPD)

Mrs. Leng would benefit most from cooperative professional development,

another option in differentiated supervision. Cooperative professional
development is also called peer supervision or collegial supervision. It is a
four-step learning process among colleagues.

28 Provide Differentiated Supervision

 The four steps in conducting CPD are:

1. Teachers agree to form a group and commit to work together

for their own personal growth. The main goal of the small
teacher group is to improve instruction.

2. The teachers in the group take turns to observe each other’s

classes based on an established schedule.

3. Each observer provides observation feedback during a post-

observation conference.

4. The teachers then discuss common professional concerns and

work together on other instructional activities.

Let’s Try This (Activity 1.5)

What difficulties do you expect to encounter when providing or receiving
CPD? List down in the space provided below as many as you can think
of before proceeding.

1.

2.

3.

4.

5.

Read on to find out how well you answered the question.

Provide Differentiated Supervision 29

 Let’s Read
Challenges in Adopting Cooperative Professional
Development (CPD)

The possible difficulties you can expect to encounter when providing CPD
are:

1. Teachers’ reluctance to supervise each other.

2. Teachers may not have the time to observe one another.

3. Teachers may not be able to observe each other objectively.

4. Teachers may find negative evaluation results hurtful.

5. The school head may not be sure about his role under this differentiated
supervisory option.

6. Teachers may not know how to conduct a post-observation conference.

All these challenges could be overcome by carefully communicating to

the teachers the benefits of CPD and the mindset to take when conducting
it. Explaining well to the teachers that the observation will be guided by
guidelines agreed upon by the teacher to be observed and the observer
will make peer observation less threatening. Training the teachers to
provide criticism constructively will make the giving of feedback more
effective. The school head him/herself needs to be clear about his role,
which is to provide assistance only when solicited and necessary. Taking
all these steps will transform teachers’ reluctance to excitement and to
making time for observing classes.

If implemented well, CPD could prove to be beneficial. It has extra benefits

that are encouraging for the teacher such as the sharing of teaching
methods, providing positive reinforcement, promoting an increased
appreciation of colleagues, and increased understanding of the students.

How can you tell if a Cooperative Professional Development program is

being implemented? Look closely at the following program features of
the CPD program.

30 Provide Differentiated Supervision

 The four essential characteristics of CPD are:

 the group relationship is formalized and institutionalized;

 at least two observations are held in class and conferences are

held after;

 the relationship is among peers; and

 the relationship is non-evaluative.

Since the CPD process is based on a “one is among equals relationship”

rather than based on a strict mentor-student hierarchy, the process is
viewed as less threatening and feedback is more acceptable. CPD is
best implemented in school settings where teachers have favorable
relationships and resources (especially time) are readily available. The
group of teachers under CPD report to the school head the progress of
their supervisory program.

Let’s Think About This

Cooperative professional development works best for experienced,
competent teachers like Mrs. Leng who values working with colleagues.
How about you? Would you prefer this option if you were a teacher?
Share and discuss your answer with your co-learners and Flexible
Learning Tutor.

Let’s Study
Let’s move on to another teacher.

Ms. Huong: Personally, I do not want anyone looking over my

shoulder. I feel worried and confused every time a
superior calls a meeting to plan a supervision of my
class. I have been teaching for five years now and I
think I can do well on my own. I believe I am a fast
learner. In fact, I have already bought books about new
teaching approaches that I plan to implement to make
my teaching better.

Provide Differentiated Supervision 31

 Ms. Huong prefers independence to close guarding. She is not comfortable
being closely and supervised by a superior. Having taught for five years,
she feels that she already has learned the important things in providing
instruction. She is also able to maintain her motivation to achieve self-
improvement.

Let’s Think About This

If you were the school head of Ms. Huong, how would you feel about her
desire for independence? Why? Write your answers on the space below.

Share and discuss your answers with your co-learners and Flexible
Learning Tutor.

Let’s Read
Self-Directed Development (SDD)

Research has shown that teachers learn from self-instructional materials

as well as from their supervisors or course instructors. Adult education
strategies have shown support for individualized instruction development
programs over the traditional uniformly-designed option.

In the case of Ms. Huong, she could be described as free-spirited,

independent-minded, self-regulating, and even a loner. The supervisory
option that would be preferred by Ms. Huong is the self-directed
development (SDD) system. As the term implies, this option enables the
individual teacher to work independently on his/her own professional
growth concerns. The supervisor plays a supportive role and does not
take an active or controlling part (Glatthorn, 1997).

The success of the SDD option rests much on the teacher’s motivation to
conduct self-planning. The school head or the administrator is not really
a supervisor who actively “molds” the teacher into what he/she thinks
the teacher should become. The self-directed development option looks

32 Provide Differentiated Supervision

at school heads as resource persons who enrich, instead of direct, the
process of development. Self-monitoring is achieved through special
techniques such as self-appraisal systems to determine whether objectives
are achieved and a study of one’s performance as captured on videotape.

As this option involves a lot of internal motivation, SDD works best for
experienced and competent teachers like Ms. Huong, who prefer to work
alone. To implement SDD, your teacher should perform four steps.

The four steps in conducting SDD are:

 The teacher sets one or more growth goals for the year.

 The teacher develops a plan to achieve the goals.

 The teacher carries out the plan.

 The teacher assesses and reports on her progress to the school

head.

Let’s Try This (Activity 1.6)

Some critics of the SDD option have said that the self-appraisals made by
teachers are often non-reliable. There is often a disparity between a
teacher’s self-evaluation and one made by an observer. Even the use of a
video-taped teaching session is limited, as teachers would often judge
themselves favorably in spite of having areas for improvement. Of course,
it is unlikely that we put ourselves down. For this purpose, it is suggested
that another viewer be present to provide a second opinion and to remind
him/her to focus on aspects that might have been easily missed.

Do you think it is really possible to conduct self-supervision? List down

ways on how you could make the conduct of teacher self-appraisal more
reliable.

Provide Differentiated Supervision 33

 Feedback
Compare your answers with those found in the Key to Correction on page
93. Your answers may not be exactly the same but as long as the thoughts
expressed are similar, give yourself a point for each.

Let’s Study
Now, let us go over the concern of the last teacher.

Mrs. Nga: I heard that in another school, the school head just drops
by the class every now and then. That would be okay for
me. I need a mentor’s presence, but I am not comfortable
with working too much with one. I don’t like working alone
either.

Mrs. Nga prefers an option that is midway between total independence

and thorough involvement. She needs a supervisor’s presence but does
not want to work too closely with one. What kind of supervision should
she receive?

Let’s Read
Administrative Monitoring (AM)

Often described as a new term for an old practice, administrative

monitoring is a supervisory option by which a school head monitors the
work of teachers on a random basis. This is achieved by making spot
checks. Spot checks are brief, unannounced visits to ensure that the teacher
is carrying out his/her tasks and responsibilities in a professional manner.
Teachers are observed because they are being monitored, but not too closely
to a point that they feel they are being “meddled with”. This option is
also known as the “drop-in approach” because of the nature of how
supervision is conducted. In a sense, administrative monitoring is like
working in a factory assembly line where quality control officers check
products for defects every so often. Spot checks could detect “defects” in

34 Provide Differentiated Supervision

most instances but miss out on some. Administrative monitoring is best
achieved with the presence of a trusted school head who is sensitive to his/
her teachers’ needs. Problems or potential problems can, therefore, be spotted
early on and promptly addressed before they worsen. There are three steps
in conducting AM.

The steps in conducting AM are:

 Advanced briefing of the teacher.

Teachers who prefer AM are briefed in advance that spot checks

will be conducted. Therefore, they should always be ready with
their lesson plans, instructional materials, and class record.

2. Unannounc ed visit by the sc hool head or anoth er school

administrator.

The scho ol head/school administrator makes an

unannounced visit to a class for observation. The school head
may talk with some students without interrupting the normal
class routine.

The school head completes a spot check report during the

visit. The report describes whether or not instructional
practice is being met at preset standards. The observation
should not only be teacher-focused but also be concerned with
the milieu where instruction happens.

3. Post-supervisory conference with the teacher.

The school head communicates the result of the unannounced

visit to the teacher privately. The teacher uses the spot check
result to improve performance.

Another spot check is conducted to follow up and determine if

improvements have been made.

Provide Differentiated Supervision 35

 Let’s Think About This
Recall what you have learned about clinical supervision in the
SUPEReXCELS module, Provide Clinical Supervision. What are the
differences between clinical supervision and administrative monitoring?
Write your answers on the space below.

Feedback
Compare your answers with mine below:

1. Clinical supervision (CS) consists of five rigorous steps while

administrative monitoring (AM) consists of three steps only.

2. CS observation visits are announced and planned together by the

teacher and the supervisor. On the other hand, AM visits are
unannounced and the teacher does the regular planning of his/her
classes.

However, both CS and AM are non-evaluative in nature.

If you have answers other than these, you may discuss them with your
co-learners and Flexible Learning Tutor.

36 Provide Differentiated Supervision

Let’s Study
Study the diagram below.

Differentiated Supervision

Clinical Cooperative Self-Directed Administrative

Supervision Professional Development Monitoring
Development

Ms. Kim Ms. Huong Mrs. Nga

What does this diagram tell you?

The diagram illustrates a basic principle of differentiated supervision. In

differentiated supervision, a combination of supervisory options is
allowed. This depends on the teacher’s need and preference. For example,
Ms. Kim could receive clinical supervision for two months because of her
being a new teacher. Afterwards, a program could be created where she
could proceed with self-directed development. Allowing a combination
of approaches acknowledges the ever-changing needs of teachers when
it comes to supervision.

When teachers are given a choice among the four options, the
differentiated supervision approach is maximized. However, this does
not mean that the school head’s role becomes unimportant. He/She is
still “in control of the show” as he/she helps assign the option to teachers
and is the over-all program coordinator. In differentiated supervision,
the school head has the right to veto or reject any of the teacher’s choice
of supervisory option that he/she thinks is unwise. This decision has to
be thoroughly explained to the teacher in a feedback-giving session or a
meeting so the rationale for the decision is appreciated and understood.

Provide Differentiated Supervision 37

 Let’s Try This (Activity 1.7)
Based on what you have learned about differentiated supervision, fill in
the blanks below.

The advantages of using differentiated supervision are:

The disadvantages of using differentiated supervision are:

Read on to check your answers.

Let’s Read
What Are the Advantages and Disadvantages of
Differentiated Supervision?

Differentiated supervision has several advantages. Being “tailored” to

the teachers’ preferred supervisory styles, this approach is expected to
provide a better response to their individual needs. Since not all teachers
will receive close clinical supervision in this system, the school head is
also given the chance to rechannel his/her attention and efforts to his/
her other critical roles in school. Allowing teachers the freedom of choice
also helps in promoting a more agreeable school atmosphere. Teachers
will demonstrate “ownership” of their choice and are expected to be more
motivated in attaining their instructional goals. They will value their own
choices more. The non-threatening process also encourages more
professional communication and exchange between a school head and
his/her teachers.

38 Provide Differentiated Supervision

However, those who have tried differentiated supervision also encountered
some problems. The cooperative professional development option, for
example, requires meetings and observations to be conducted by members of
a teacher’s group, instead of the supervisor alone. This practice obviously
requires time and needs more effort from the teachers. It also opens an
opportunity to compare teacher performance which may put some in a
defensive mode.

Instituting differentiated supervision is challenging. Can you imagine

coordinating so many teachers who are into different supervision programs?
With the many other “hats” school heads are wearing, this is a tall order. It is
also interesting to note that even if differentiated supervision seems to be an
attractive approach, there is still no solid research-based evidence that this
has led to improved instruction (Glatthorn, 1984). What do you think about
this?

Let’s Think About This

Are you convinced that differentiated supervision is worth a try? If you are,
how would you convince your teachers that this approach might work?
Write down your answers in the space provided below. Share and discuss
your ideas with your co-learners and Flexible Learning Tutor.

Let’s Try This (Activity 1.8)

Hold a meeting with your teachers. Clearly explain to them the
differentiated supervisory system and its four supervisory options.
Encourage questions and free discussion. Before closing the meeting, tell
them that you are giving them one week to reflect on the four options
and choose the one under which they would want to be supervised. Ask
them to have a Reflective Journal where they will write down their

Provide Differentiated Supervision 39

 thoughts and, later on, experiences about the differentiated supervisory
option they would have chosen.

Construct guide questions that your teachers should answer in their

Reflective Journal that will draw out their learnings from your discussion
on the differentiated supervisory options.

Feedback
Possible guide questions for your teachers to answer in their Reflective
Journal include the following:

1. Based on your school head’s discussion, what is your understanding

of differentiated supervision?

2. Do you think it will be effective in your school? Why or why not?

3. What are the four differentiated supervision options?

4. Which of the four options would you like to try? Why?

5. What do you think would make differentiated supervision successful

in your school?

If you have written guide questions other than these, you may share and
discuss them with your co-learners and Flexible Learning Tutor.

40 Provide Differentiated Supervision

Let’s Remember
In this lesson, you learned that:

• The differentiated system of supervision is an approach that allows

teachers to choose the supervisory intervention they have to
undergo. Within certain limits, they are free to choose one of the
four options under differentiated supervision or a combination of
them. The major reasons for considering differentiated supervision
include the following:
 It is difficult to provide actual clinical supervision to all teachers.

 Not all teachers need intensive clinical supervision.

 Teachers have different growth needs and learning styles.

 Supervisors have different personalities and supervisory styles.

• The four types of supervisory options under differentiated

supervision are:

 Clinical Supervision

 Cooperative Professional Development

 Self-Directed Development

 Administrative Monitoring

• In clinical supervision, a supervisor confers with and coaches

the teacher on lesson planning, teaching methods and techniques,
conducts class observations, analyzes observational data, provides
feedback, and analyzes the entire supervision cycle. This process
is an intensive, time-consuming process for both the supervisor
and the teacher. It is most appropriate for beginning teachers.

• In cooperative professional development, teachers agree to work

together for each one’s own professional growth by observing each
other and providing observation feedback. It works best for

Provide Differentiated Supervision 41

 experienced and competent teachers who have been teaching for
a long time.

• The self-directed development option enables the individual

teacher to work independently on his/her own professional
growth concerns while the school head or the administrator serves
as a resource person. This option is best for responsible and
experienced teachers who prefer to work alone. However, for
young teachers, this can also be an excellent option for them to try
things out by themselves first, and then, ask for feedback from the
school head later on.

• In administrative monitoring, the school head monitors the work

of teachers on a regular basis through brief, unannounced visits
to ensure that the teachers are carrying out their tasks and
responsibilities in a professional manner. This option is most
successful if the school head is a trusted and sensitive
administrator.

• In differentiated supervision, a combination of the four supervisory

options is allowed depending on the teacher’s need and preference.
However, the school head has the right to veto any of the teacher’s
choice of supervisory option that he/she thinks is unwise.

• Differentiated supervision has the following advantages:

 it provides a better response to the individual needs of teachers;

 it helps the school head rechannel his/her attention and efforts

to his/her other critical roles in school;

 it promotes a more agreeable school atmosphere;

 it promotes increased motivation in attaining instructional

goals; and

 it encourages professional exchange and communication.

42 Provide Differentiated Supervision

 • The disadvantages of differentiated supervision are:

 it is demanding in terms of resources;

 it is difficult to manage for some administrators; and

 there is still no adequate research-based evidence that it has

led to improved teaching.

How Much Have You Learned From This Lesson?

A. Write the letter of the answer that corresponds best to the supervisory
option under differentiated supervision being described.

A. Clinical Supervision

B. Cooperative Professional Development

C. Self-Directed Development

D. Administrative Monitoring

1. The most intensive form of supervision under

differentiated supervision.

2. Characterized by the school head’s conduct of spot checks

to monitor teacher performance.

3. Has the least involvement from the school head.

4. Also known as “supervision among colleagues”.

5. Allows the highest level of teacher independence.

6. May not work for teachers who are very knowledgeable of

the teaching-learning process and do not like a thoroughly
hands-on approach from the school head.

7. Best for responsible and experienced teachers who prefer to

work alone.

Provide Differentiated Supervision 43

 8. Involves a small group of teachers working together.

9. Requires the most amount of the school head’s time.

10. Conducted on a regular basis to ensure that the teachers are

consistently carrying out their tasks and responsibilities in a
professional manner.

B. Answer the following. Write your answers on the lines provided after
each question.

1. What is differentiated supervision?

2. Why is a combination of the four supervisory options allowed in

differentiated supervision?

3. Name at least three advantages of differentiated supervision.

44 Provide Differentiated Supervision

Feedback
Compare your answers with those found in the Key to Correction on pages
93-94. For the essay-type questions, your answers may not be exactly the
same but as long as the thoughts expressed are similar, give yourself a
point for each.

If you have answered all questions correctly, well done. You may proceed
to the next lesson in this module. If not, you need to review this lesson
carefully before proceeding.

Congratulations for completing Lesson 1! Now that you have already

gained the competence to define, explain, and expand the concepts
underlying differentiated supervision, you are now ready to study Lesson
2, wherein you will learn how to apply differentiated supervision to your
workplace.

Provide Differentiated Supervision 45

LESSON

2 Implementing Differentiated
Supervision in Your School

What Is This Lesson About?

Now that you are already more familiar with differentiated supervision,
how do you actually go about the process of adopting it in your school?
How are you going to change the existing supervisory approach into the
differentiated supervision system?

Implementing the differentiated system is easy if you follow certain

guidelines. This lesson shall acquaint you with the steps to follow in
instituting a differentiated supervision system in your school. You will
also learn about the details in implementing each of the four options under
differentiated supervision.

What Will You Learn?

At the end of this lesson, you should be able to do the following:

 Conduct a supervisory needs analysis.

 Prepare a Differentiated Supervision Program (DSP) for your

school.

 Introduce your DSP to the teachers.

 Implement a DSP in your school.

 Evaluate your school’s DSP.

46 Provide Differentiated Supervision

Let’s Try This (Activity 2.1)

As a school head, you have to make sure that your teachers are doing
their job well. Good teaching performance is enhanced by supervision.
Have you actually provided supervision before? What process did you
follow?

Lesson 1 of this module introduced you to the concept of the differentiated

system of supervision. Shown below are the steps that you need to follow
when implementing the differentiated system of supervision in your school.
They are not arranged in the proper order. What you will do is to go over
the steps and number them from 1 to 5 in the proper chronological order.

Introducing the program to the faculty.

Evaluating the program.

Conducting a supervisory needs analysis.

Preparing a Differentiated Supervisory Program.

Implementing the program.

Feedback
Compare your answers with those found on page 94. How did you fare?
If you got all the answers right, congratulations! The following activity
will further enhance your understanding of the process. If you missed
some of the steps, the more you’ll need to work on the proceeding activity
for better knowledge about the process.

Provide Differentiated Supervision 47

 Let’s Read
Steps in Implementing the Differentiated System of
Supervision

Differentiated supervision, as you have learned, provides choices to

teachers in terms of the type of supervision they want to receive. The
process of implementing a differentiated system of supervision is not very
complicated. It consists of the following steps:

1. Conducting a supervisory needs analysis.

2. Preparing a Differentiated Supervisory Program.

3. Introducing the program to the faculty.

4. Implementing the program.

5. Evaluating the program.

However, you need to carefully plan the process to ensure success. As in

any school activity or project, this process starts with a needs analysis.

Step 1: Conducting a Supervisory Needs Analysis

Needs analysis is an important activity for a school head like you. It is

defined as the process of identifying and evaluating the needs of a defined
population of people. As a school head, you will find it useful in identifying
your needs as a supervisor of teachers and how such needs could be met.

How will you conduct your own supervisory system needs analysis? Below
are the procedures:

 First, state the purpose of the analysis. Mention the reason/s why
you would like to analyze your needs as a supervisor of teachers.
Is it to find solutions to some issues regarding your supervisory
approach? To help teachers who do not seem to be benefiting from
several approaches you have already tried? List down your
answers.

48 Provide Differentiated Supervision

2. Second, fully describe youself as a supervisor and your service
environment. What supervisory approach/es are you applying?
How well are you able to implement these? What are your teachers’
feedback to you? What support do you receive from them?

3. Third, identify your needs. A need is a gap between “what is” and
“what should be.” What is the reaction of your teachers to the
supervisory approaches you are applying? Is this how you have
expected them to behave? What is the performance of your teachers
after you have implemented your supervisory system? Is this the
performance you targeted to achieve? Enumerate the existing
conditions you observe and how they should be, ideally. Then,
write down the possible solutions to close the gap between what
is and what should be. Include a description of the expected
outcomes of the various solutions and, if possible, the estimated
costs of each possible solution, too.

4. Fourth, evaluate the identified needs by answering the following:

4.1. Which among your identified needs are the most

important?

4.2. Do any of the needs conflict with other needs? If there are
conflicting needs, study carefully which among the
incompatible needs are more relevant in terms of how you
see youself as a supervisor and the teachers you are
supervising.

Provide Differentiated Supervision 49

 Let’s Try This (Activity 2.2)

Conduct a needs analysis of your own supervisory system by filling out

the following template:

Supervisory Needs Analysis Steps Answers

Purpose of Needs Analysis

1. What is/are the reason/s why you

would like to analyze your needs as a
supervisor of teachers?

Myself and My Service Environment

1. What supervisory approach/es am I

applying?

2. How well am I able to implement these?

3. What support do I receive from my

teachers?

My Needs as a Supervisor

1. What is the reaction of my teachers to

the supervisory approaches I am
applying?

2. Is this how I have expected them to

behave?

50 Provide Differentiated Supervision

 Supervisory Needs Analysis Steps Answers

3. How do I close the gap between the

reactions of my teachers and my
expectations (i.e. between the answers to
Q1 and Q2)?

4. What is the performance of my teachers

after I have implemented my supervisory
system?

5. Is this the performance I targeted to

achieve?

6. How do I close the gap between the

answers to 4 and 5?

An Evaluation of My Identified Needs

1. Which are the most important among the

identified needs?

2. Do any of the needs conflict with other

needs?

3. Which of the conflicting needs are the most

relevant in terms of how I see myself as a
supervisor and the teachers I am
supervising?

Share the result of your supervisory needs analysis with your Flexible
Learning Tutor and co-learners.

Provide Differentiated Supervision 51

 Let’s Read

Step 2: Preparing Your Differentiated Supervisory Program (DSP)

After determining that there is an existing need to improve the current

supervisory system, the next step is for you to prepare your Differentiated
Supervisory Program (DSP). The following activities will guide you in the
process:

1. Hold a second meeting with your teachers about the differentiated

supervisory system and the various options under it. Ask them about
the options as a way of refreshing their memories about
differentiated supervision.

2. Ask the teachers to choose their preferred option and to explain their
choice. This will be a good time for them to raise questions and for
you to understand their supervisory preferences better.

3. After the meeting, prepare a trial one-month Differentiated Supervisory

Program (DSP). First, list down the teachers according to their
most preferred option. Then, prepare one DSP for teachers who
prefer Clinical Supervision (CS), another one for those who prefer
Collaborative Professional Development (CPD), and one for those
who chose Administrative Monitoring (AM). Ask the teachers who
chose Self-Directed Development (SDD) to prepare their DSP using
the template provided.

Use the DSP Templates provided in this module on pages 55-58.

On the next page is a template with sample entries.

52 Provide Differentiated Supervision

Differentiated Supervisory Program Focused on Administrative
Monitoring

Names of Teachers Covered:

Activity
Activity Date
Date Person
Persons Resource
Resources Success
Success Remarks
Involved
Involved Needed
Needed Indicator
Indicators
Meeting on June 18, School Head, Handout on  100 percent
standard Spot 2010 Assistant Spot Check attendance of
Check School Head, Procedure targeted
Procedures Subject participants
Coordinator,
Teachers  Participants’
concerned satisfactory
evaluation of the
meeting

Conduct spot June 30, School Head Spot Check  Identified

checks on: 2010 and Mr. Rating Form teacher’s
Ganguly instructional
1. Mr. Ganguly Thukral strengths and
Thukral weaknesses

 Course of action
mutually agreed
upon with the
teacher during
post-observation

Provide Differentiated Supervision 53

 The samples given in the template are focused on administrative monitoring.
As you have learned in Lesson 1, spot checks are unannounced visits.
This means that you should not write the dates of your spot checks in the
DSP to be distributed to your teachers. Only your copy of the DSP should
have the dates when you intend to conduct the visits. Remember also
that after your spot check, you need to hold a post-observation conference
with the teacher to provide feedback.

Under Resources Needed, write down the things you will need for the
supervisory activity. An example given is the Spot Check Rating Form
under AM. Under Self-Directed Development, an example of a resource
needed might be a Reflective Journal or a video recorder. Under Success
Indicators, write down what evidence or pieces of evidence will show
that the activity was effective. An example had been provided in the
table.

Under Remarks, write down your comments or insights and other relevant
notes on an activity once it has taken place.

Let’s Try This (Activity 2.3)

Follow the steps in preparing a Differentiated Supervisory Program, then
fill out the appropriate DSP Templates provided on the next pages.

54 Provide Differentiated Supervision

Differentiated Supervisory Program Focused on Clinical Supervision

Names of Teachers Covered:

Activity Date Person Success Resource Remarks

Involved Indicator Needed
Activity

Provide Differentiated Supervision 55

 Differentiated Supervisory Program Focused on
Cooperative Professional Development

Names of Teachers Covered:

Activity Date Person Resource Success Remarks

Remarks
Involved Needed Indicator

56 Provide Differentiated Supervision

Differentiated Supervisory Program Focused on
Self-Directed Development

Names of Teachers Covered:

Activity Date Person Resource Success Remarks

Remarks
Involved Needed Indicator

Provide Differentiated Supervision 57

 Differentiated Supervisory Program Focused on
Administrative Monitoring

Names of Teachers Covered:

Activity Date Person Resource Success Remarks

Remarks
Involved Needed Indicator

58 Provide Differentiated Supervision

Feedback
Was preparing a Differentiated Supervisory Program (DSP) for each group
of teachers easy? If yes, congratulations! You are now ready to introduce
them to the teachers. If you found it challenging, don’t be discouraged.
Share your programs with your Flexible Learning Tutor for comments.
That way, you’ll be able to finalize them for introducing to your teachers.

Let’s Try This (Activity 2.4)

Preparing to Introduce Your Differentiated Supervisory Program
to the Teachers

Implementing your Differentiated Supervisory Program (DSP) necessarily

involves changes in the existing system. As such, there has to be a
consultation with the teachers who are the ultimate beneficiaries of the
plan. In a session with them, your role as school head should be to provide
your teachers the information they need in order to rally their cooperation.
You will be able to do this successfully if you are well-prepared. Let’s get
you ready to provide them information during the meeting by answering
the following questions:

General Information

What is the rationale behind the DSP?

What is the differentiated system and how will it affect their work
as teachers?

Information for Teachers under Clinical Supervision:

1. What are the goals of clinical supervision?

Provide Differentiated Supervision 59

 2. Who will provide the supervision?

3. How will clinical supervision be conducted?

4. How will evaluation data be used? Will it just be part of supervision

or will it be considered for the performance evaluation of the
teacher?

Information for Teachers under Cooperative Professional Development:

1. Will the team be assigned or will the teachers create their own
groups?

2. What is the minimum team size? The maximum?

3. What should be done during peer observation?

4. What should be done after the observation?

5. What activities could be conducted under this approach?

60 Provide Differentiated Supervision

 6. Who will organize and monitor the program? How will the team
and the individual’s progress be monitored?

7. What is the school head’s role?

Information for Teachers under Self-Directed Development:

1. Who will prepare the teachers’ individual growth goals?

2. How will self-assessment be conducted?

3. How will the teachers’ progress be monitored?

4. What special resources are available for the teachers under this
approach?

Information for Teachers under Administrative Monitoring:

1. Who will do the actual monitoring?

2. How will the visits be conducted? (Only 5 to 10 minutes per visit

is suggested)

Provide Differentiated Supervision 61

 3. How will data from observations be communicated to the teachers?

4. Will the observation data be used in the teacher’s general

evaluation?

5. What are the teachers’ expectations from the school head?

6. What are the school head’s expectations from the teachers?

Feedback
Did you find the activity extensive and demanding? The significance of the
questions is that they prepare you to successfully provide differentiated
supervision. If you are to spread the excitement of implementing it among
your teachers, knowledge about and commitment towards it should begin
with you. Being able to answer all the questions will enable you to confidently
discuss differentiated supervision with your teachers, and to successfully
implement it from start to finish. So, how well did you answer the questions?

Compare your answers with those found in the Key to Correction on pages
95-97. Your answers may not be exactly the same but as long as the thoughts
expressed are similar, give yourself a point for each.

Were you able to answer all the questions? If yes, congratulations! You now
fully understand differentiated supervision and the options under it. If not,
discuss the items you were not able to answer with your co-learners and
your Flexible Learning Tutor.

Once you have clearly answered the questions, it is time to present these
information on differentiated supervision to your teachers and then introduce
your DSP to them.

62 Provide Differentiated Supervision

Let’s Read

Step 3: Introducing the Program to the Teachers

In introducing your DSP to the teachers, perform the following steps:

1. Call the teachers to a meeting, which will focus on your

Differentiated Supervisory Program.

2. During the meeting, refresh your teachers on the differentiated

supervisory system you introduced to them during the first meeting
by giving them the information you have fleshed out in your answers
on pages 59-62.

3. Group the teachers according to their preferred supervisory option.

Once grouped, distribute their copies of their respective DSP based
on preferred supervision option. Let them discuss their group’s DSP.
Give them 20-30 minutes to discuss, and then ask them to present
their feedback before the whole group. Take note of your teachers’
comments. Make the discussions a learning experience for them and
for you.

4. Revise the DSP with them as may be necessary, then implement.

Step 4: Implementing your Differentiated Supervisory Program

After you have introduced the teachers’ respective Differentiated

Supevisory Programs and have finalized these with them, the program is
then implemented. It will be under constant monitoring by you and other
designated monitors. After some time, the teachers might want their
programs changed after realizing that their choices were not the best in
actual practice. You may suggest that they continue with their programs
for at least two months, to fully see their impact. They may be discouraged
by the new system. Encourage them to continue as of this point. Only
then will they be allowed to have one program change, if really necessary,
in a year.

Provide Differentiated Supervision 63

 Step 5: Evaluating the Program

At the end of the agreed implementation period, teachers undergoing the

same mode of supervision should have a meeting to evaluate their
experiences. A group leader is assigned to record proceedings and the
group’s recommendations. Aside from this, all teachers should be given a
questionnaire similar to the one suggested by Glatthorn (1984) to find out
their general opinions about the differentiated supervisory system.

Form for Evaluating the Differentiated System

(Glatthorn, 1984)
Directions: We are interested in getting your reactions to the
differentiated supervision system used in our school. Please answer
the questions below by filling in the blanks or encircling the letters.

1. Which supervisory option were you involved in?

2. To what extent did you personally benefit from your experience

with this option?
A. A great deal D. Only a little
B. Somewhat E. Not at all
C. Uncertain

3. To what extent did the faculty in general benefit from the

differentiated system?

A. A great deal D. Only a little

B. Somewhat E. Not at all
C. Uncertain

4. What do you think was/were the major strength(s) of the

differentiated system?

5. In what ways do you think could the differentiated system be

improved?

64 Provide Differentiated Supervision

Let’s Study
After their school head conducted a meeting with them about
differentiated supervision, the four teachers we were introduced to on
pages 12-15 are seen discussing the new system.

What do you think of our school head’s I am excited to

new system of supervision? give it a try.

I hope this one works. I learned about each

Me, too. It’s about time something
supervision approach available under the
progressive is started here. I really like the
differentiated system during the meeting. I
feeling of being able to make a choice in
realized that there are lots of considerations
matters that affect me and my career.
that have to be made before finalizing our
choices. It’s good that we were given a week
to think about it.

Being a new teacher, I still like the old Good for you. But do you remember the other
system of clinical supervision. I want a more considerations that you have to take into
hands-on approach so I can maximize my account? For example, have you decided who
learning. I don’t mind putting in additional your supervisor in-charge would be?
hours for supervisory meetings.

Provide Differentiated Supervision 65

 With this new system, I think he can very well do that. I
expect him to have more time for supervision now that
not everyone shall receive clinical supervision. I am eager
I w as hoping to be provided
to start forming a small group with Mrs. Cheng and Mrs.
supervision by the school head
Tran. They were my classmates at the university and I
himself.
feel they would be able to help me more. We just have
to work out our “operating procedures” so we are more
aware of our goals, schedules, and assessment procedures.
I hope my choice of undergoing cooperative professional
development will be approved.

I think so. I feel that system suits you best. I am also interested in SDD. But maybe I will
Personally, I am relieved that I don’t have to try it after having clinical supervision for some
go through a very rigid supervisory system time. By then, I would have gained more
like before. I am also glad that the books I experience already. I am not so sure I can
bought could be put to good use. I feel that improve my teaching all by myself as yet.
the self-directed development option is tailor-
made for me.

I want to try out administrative monitoring.

As I have said before, I need a mentor’s It really makes good sense to try
presence but I am not comfortable with out differentiated supervision.
working too much with him. I don’t like This new “to each his own”
working alone either. The AM system approach shows a lot of promise.
would be just right.

66 Provide Differentiated Supervision

 But do you really think that our school head
w ill be able to supervise all of us
I agree. effectively? How is he supposed to monitor
our individual progress single-handedly?
I’m afraid that while the plan is good, it
might just die a natural death later on.

Indeed, that is possible. But to prevent that Oh, I think I missed that portion of the
from happening, our school head has tapped meeting. Could you please tell me
alternative resources that will support us as more about these alternative
we go through our respective supervisory resources for differentiated
options. supervision?

Provide Differentiated Supervision 67

 Let’s Think About This

1. What do you think is the primary reason for the excitement of the
four teachers about the differentiated supervision approach that their
school head just introduced?

2. If you were their school head, how would you sustain this kind of
motivation and excitement that they have towards the differentiated
supervisory system?

3. You are the major resource for the teachers in the differentiated
supervisory system. What other resources do you think would enable
you to supervise all the teachers without you being with them
physically?

Read on to find out more about the resources you could use in supervising
the teachers.

68 Provide Differentiated Supervision

Let’s Read
Alternative Resources for Differentiated Supervision

Having options as to how they will be supervised gives teachers the

freedom and responsibility to work towards their own professional
advancement. This kind of empowerment is a good source of excitement
and motivation for teachers. To sustain this kind of motivation, you have
to be able to implement and sustain differentiated suppervision effectively.
One of the qualities of a good instructional leader is the ability to find and
utilize resources towards the completion of one’s objectives. As a
supervisor implementing differentiated supervision, you could use two
types of resources that will facilitate your supervisory activities. These
are human resources and special resources.

1. Human Resources

The school head is the main resource for the teacher in the four supervisory
options discussed. However, aside from the school head, the other human
resources who could assist the school head in providing differentiated
supervision to the teachers are:

 A trained and usually more senior colleague for all the supervisory
modes. Teachers who have had years of experience have usually
earned the respect of their colleagues. With adequate training on
the various supervisory options, they can be tapped to assist the
school head in supervising teachers who are less experienced.

 Knowledgeable colleagues for CPD. Regardless of length of service

and age, teachers can provide supervision to one another under
Cooperative Professional Development. Knowledge-sharing about
the subject areas they handle is very important, as well as the
various instructional techniques and strategies they apply.

 An administrator for CS, SDD, and AM. The assistant principal,

department head, and subject or area coordinator are some of the
administrative staff who can assist a school head in providing
clinical supervision, guidance in self-directed development, and
administrative monitoring to teachers. This is by virtue of their
possession of the knowledge, skills, and attitudes that have brought
them to their respective positions as experienced educators.

Provide Differentiated Supervision 69

 Let’s Think About This

Now you know that there are other human resources within your reach
who can assist you in providing differentiated supervision in your school,
what do you think will be your role insofar as the other human resources
are concerned? Write your ideas on the lines below:

Feedback
The School Head As Leader of a Supervisory Team

If you wrote that your role will be that of a team leader, you are right!
When you tap your assistant principal, department head, subject/area
coordinators, senior faculty, and knowledgeable teachers to assist you in
providing differentiated supervision to the teachers in your school, you
are actually forming a supervisory team! Your role will be to explain to
them the differentiated system of supervision and its options, motivate
them and inspire their commitment in supervising their collegues, and
train them on how to implement each supervision option properly and
effectively.

Remember that sharing the responsibility of supervision with your

administrative staff and faculty is one way of empowering them and
giving them ownership of the job. With your team, you can accomplish a
whole lot more than you can individually.

Let’s Read
2. Special Resources

Aside from these human resources, there are three other special resources
that could be used to supplement and enhance the success of any of the
four supervisory options. These are reflective journal, student feedback, and
video analysis. Let us discuss each in detail.

70 Provide Differentiated Supervision

 Reflective Journal

Writing about our own experiences allows us to “focus, recall, and reflect”.
Since the differentiated method gives teachers the opportunity to choose
the supervisory option they want to undergo, journal-writing is a good
way for them to keep track of or monitor their progress. The reflective
journal entries could be structured based on the goals set at the start of
the program. The teacher could then make daily or weekly evaluations
about his/her progress based on what he/she has to accomplish. He/She
can also write about his/her observations about the classroom environment
and identify the factors that caused things and events to occur as they did.
The teacher and his/her supervisor could decide whether the journal entries
should be checked and when. The teacher and the supervisor should sit down
to share and discuss important insights, concerns, and ideas written in the
journal.

Journal-writing as an adjunct resource in the differentiated method is not

for everyone, though. This resource is not maximized by those who are
unreflective as they could not appreciate the value of the activity. Personal
issues that inhibit free expression of ideas for fear of divulging disturbing
information may also hamper those who are troubled. Nevertheless, in
spite of these setbacks, journal-writing could be a good tool for self-
evaluation and expression that should be considered. It may also be
therapeutical. Cartoons or drawings may be accommodated in a journal
which may not necessarily need discussion.

Student Feedback

Student evaluations of a teacher’s performance and instructional

effectiveness have been used as a tool by school heads for a long time. The
principal reason behind this is - since the school head could not be present
all the time to observe the teacher, asking the students to give feedback on
their teacher’s skills could validate the school head’s experience. Being
the ultimate beneficiaries of the goals of instruction, students are viewed
as the best source of feedback for teaching activities. Research on student
feedback done primarily in university settings has established its value as
a tool for teacher assessment (Glatthorn, 1984). However, student feedback
should be used with caution especially as students could use this to get
back at teachers.

Provide Differentiated Supervision 71

 The following guidelines need to be observed when utilizing student
feedback:

 The use of student feedback is optional.

 Only the teachers being evaluated have access to the results.

 The results should not be used in the formal evaluation of the

teacher’s performance.

These basic guidelines allow teachers the freedom to choose how they
will be evaluated and encourage motivation on the use of student feedback
results for their self-improvement. The feedback form to be used could be
a standardized form used by everyone in the school or something that the
teacher has constructed himself/herself. Below is a sample form.

Student Feedback Questionnaire

Directions: To help your teacher know what you think about his/
her teaching in your class, read each sentence below
carefully. Decide how each statement applies to your
teacher and encircle your choice. Your choices are:

SA Strongly Agree
A Agree
D Disagree
SD Strongly Disagree

SA A D SD My teacher explains the topics well.

SA A D SD My teacher encourages us to study more.
SA A D SD My teacher is well-prepared for class.

SA A D SD My teacher discusses the coverage of the

lessons for the day.
SA A D SD My teacher grades us fairly.
My teacher answers our questions
SA A D SD
adequately.
SA A D SD My teacher helps us in our work.

SA A D SD My teacher is concerned with our needs.

72 Provide Differentiated Supervision

Let’s Think About This
What do you think of the sample form? Do you think it is adequate?
What revisions would you add to make it more effective?

Share and discuss your answers with your co-learners and Flexible
Learning Tutor.

Let’s Read
Video Analysis

Video analysis is a resource for differentiated supervision that may not be

available in most schools. However, if video-recording equipment is
accessible, it is a powerful tool that can show the teacher how well he/
she is teaching. This technique may be unsuitable for teachers who become
very self-conscious in front of the camera.

Many authors suggest that the video should show not only the teacher
teaching, but also the reactions of the class to his/her teaching. This is
called the split-screen technique where half of the screen shows the teacher
while the other half shows the class.

In the differentiated supervision system, the following guidelines are

observed when using video as a part of the supervisory process:

1. The teacher chooses the class and schedules the video-recording.

2. A skilled technician videos the class.

3. The teacher views the recorded video alone and makes observation
notes.

4. He/She may decide whether to ask a colleague or a supervisor to

view the video with him/her.

5. The videos should not be used as part of a formal evaluation of

the teacher’s performance. However, they may be used for a
case study with the teacher’s permission.

Provide Differentiated Supervision 73

 Let’s Think About This

Reflect on the following questions and write your ideas on the lines
provided.

1. If you were the teacher, would you consent to having your teaching
recorded on video? Why or why not?

2. How would this activity make you feel or behave during your class?

3. How would you prepare your students for this activity?

Share and discuss your reflections on these with your co-learners and
Flexible Learning Tutor.

74 Provide Differentiated Supervision

After completing Lesson 2, you are now ready to implement differentiated
supervision in your school. Congratulations! May you reap all the benefits
derivable from an instructional supervisory approach that provides
options to the teaching staff.

Let’s Remember
In this lesson, you learned that:

• The process of implementing a differentiated system of

supervision needs to be carefully planned. The steps in the
implementation of differentiated supervision are the following:

 Conducting a supervisory needs analysis;

 Preparing a differentiated supervisory program;

 Introducing the program to the faculty;

 Implementing the program; and

 Evaluating the program.

• Aside from the school head and other human resources as main
resources in differentiated supervision, there are three other
special resources that could be used to supplement and enhance
the success of any of the four supervisory options. These are
reflective journal, student feedback, and video analysis. When
properly used, these resources maximize the gains under
differentiated supervision.

Provide Differentiated Supervision 75

 How Much Have You Learned From This Lesson?
To find out how much you have learned from this lesson, try and answer
the questions below.

1. Name the five steps in implementing a differentiated system of

supervision in your school in their proper order.

2. What is the importance of undertaking a supervisory needs analysis?

3. What considerations have to be made in implementing self-directed

development?

4. What should you do if, after a few months of implementing

supervision, the teachers want to be reassigned to other supervisory
options? Give a short explanation.

76 Provide Differentiated Supervision

5. School Head Sumon implemented differentiated supervision for two
months in his school. He wants to find out its effectivity within that
period, and its strengths and areas for improvement. If you were Mr.
Sumon, how would you evaluate the Differentiated Supervisory
Program in the school?

Feedback
Compare your answers with those in the Key to Correction on pages 98-
99. Your answers may not be exactly the same, but as long as the thoughts
expressed are similar, it is alright.

If all your answers are correct, very good! You have already successfully
completed this module. You are now more equipped to plan and
implement differentiated supervision in your school. You may encounter
difficulties along the way, but I am sure you will weather these “growing-
up pains” and successfully achieve your goals. Good luck!

Let’s Sum Up

This module has guided you through two lessons that helped you
learn how to plan and implement differentiated supervision in your
school.

In Lesson 1, The Differentiated System of Supervision: Options and

Challenges, you learned the definition of differentiated supervision
and the rationale behind this supervisory option. You were also
familiarized with the four options to supervision under the
differentiated supervision program and the advantages and
disadvantages of each.

Provide Differentiated Supervision 77

 In Lesson 2, Implementing Differentiated Supervision in Your School,
you learned the steps in implementing differentiated supervision and
the considerations to be made in program planning for each of its
four supervisory options. You also learned three alternative resources
used in implementing differentiated supervision.

How Much Have You Learned From This Module?

Let’s find out how much you have learned from this module. Answer the
questions below as directed.

Part I

Modified True or False. Write True if the statement is true. If the

statement is false, write False and provide the reason/s for your answer
in the space provided.

1. The primary advantage of differentiated supervision against

other supervisory approaches is its being less expensive and
time-consuming.

2. The most intensive option under differentiated supervision is

clinical supervision.

3. The cooperative professional development option requires

regular administrator visits to the classroom.

78 Provide Differentiated Supervision

4. The cooperative professional development option provides
teachers with the highest level of independence among the
four differentiated supervision options.

5. “Supervision among colleagues” characterizes clinical

supervision.

6. A teacher-friendly and democratic supervisory option to adopt

for new teachers is cooperative professional development.

7. The best feature of differentiated supervision is that it provides

intensive supervision at all times.

8. The primary concern of differentiated supervision is to enhance

and improve the teacher’s instructional competencies.

Provide Differentiated Supervision 79

 Part II

Answer the following questions briefly.

1. What is the differentiated supervision system?

2. Give the advantages and disadvantages of differentiated supervision.

3. What are the four supervisory options under differentiated

supervision?

4. Why is there a need to observe the five steps in the implementation of

differentiated supervision?

5. Name the three alternative resources in differentiated supervision.

6. How is the Differentiated Supervisory Program evaluated?

80 Provide Differentiated Supervision

Part III

Mr. Junardi is the school head of a government school in Indonesia. He

tried out his Differentiated Supervisory Program (DSP) in his school for
two months with his 200 teachers from different departments and grade
levels.

All the teachers were excited during the program’s launching. Some 30
teachers who opted for clinical supervision (CS) awaited their individual
turns to have a pre-observation meeting with Mr. Junardi. They knew
that this initial meeting was vital for them to find out the next steps in the
process. Eighty teachers grouped under collaborative professional
development (CPD) planned their development activities and scheduled
their peer supervisory visits. Twenty-five preferred administrative
monitoring (AM), while 65 started preparing their individual self-
improvement programs under the self-directed development (SDD)
option.

After the two-month DSP implementation period, teachers under CPD

and SDD expressed satisfaction with their respective programs. Part of
the satisfactory experience was the school head’s support to them when
they asked for it.

However, not all the teachers under the CS and AM options were satisfied
with the results. Of 30 teachers under CS, only three received complete
clinical supervision from the school head himself. While these 3 were
very satisfied with the results, 27 were disappointed as they did not
experience the benefits derivable from the supervisory option. Regarding
the implementation of AM, only 10 out of 25 were given spot-check visits
and feedback.

Answer the following questions based on your analysis of Mr. Junardi’s

situation.

1. What contributed to the success of the CPD and SDD implementation?

Provide Differentiated Supervision 81

 2. To what reason would you attribute the failure of the school head to
fully implement CS and AM?

3. Formulate ways with which the school head could more successfully
implement differentiated supervision in his school. Write the ways
you have formulated on the space provided.

Feedback
Compare your answers with those in the Key to Correction on pages 99-
102. Since the answers in Part II and III are in essay form, they may not
be expressed in exactly the same words, but as long as the thoughts are
similar, you may give yourself a check mark.

If you have answered all objective and essay-type questions correctly,

that’s great. This means that you have learned well from this module. If
you got six or less correct answers, study the module carefully one more
time. Reviewing the module contents may help you understand the lessons
better. Concentrate on the parts that cover the topics you missed. Revise
your answers after your review of the module.

82 Provide Differentiated Supervision

How Do You Rate Yourself Now?
Congratulations! You have done well in finishing this module. I hope you
have gained a lot of learning and insights about differentiated supervision
from this module. However, for a final check, may I invite you again to
return to the Self-Rating Competency Checklist on pages 9-10. Review
the list of competencies and place another set of check marks () on the
“Post” column that best describes your level of mastery of each competency
now that you have completed the module. Compare your competency
level before and after studying the module and reflect on how much you
have learned. Write your insights on the space below.

Good luck in your work in implementing differentiated supervision in

your school!

Provide Differentiated Supervision 83

 Let’s Apply What You’ve Learned
(Module Assignment)

This module has walked you through the basic principles and how to’s of
differentiated supervision and its four supervisory options. Now, your
assignment is to:

1. Submit the following to your Flexible Learning Tutor and keep a copy
for yourself.
1.1. Your filled out Supervisory Needs Analysis Template
1.2. List of your Teachers’ Groupings by Preferred Supervisory
Option
1.3. Your Differentiated Supervisory Program for each group of
teachers
1.4. Your answers to the questions in Let’s Try This (Activity 2.4) on
pages 59-62

2. Using all the above-mentioned materials, implement step 3, Introducing

the program to the faculty, of the differentiated supervisory program.
Call the teachers to a meeting and refresh them on differentiated
supervision. Then, group the teachers according to their preferred
supervisory option. Distribute copies of their respective DSP and then
allow them to discuss by groups. After their groups’ discussions, ask
them to present their feedback before the whole group. Document
your meeting using photographs and/or videos.

3. Write a brief reflection on your personal insights as an instructional

leader gained from this experience of implementing steps 1, 2, and 3
of differentiated supervision.

4. Submit the above written outputs to your Flexible Learning Tutor for
review and evaluation.

84 Provide Differentiated Supervision

Key to Correction
What Do You Already Know? pages 5-8

Part I.

1. a. Differentiated supervision may not necessarily be less

expensive. Expense may be incurred depending upon the
supervisory options preferred by the teachers.

b. It may not be less time-consuming depending upon the

supervisory option preferred by the teachers.

c. This is the correct answer. Differentiated supervision, as the

term implies, allows teachers to choose and receive the
supervisory option they like. This results in the teachers
receiving different supervisory options.

d. Reasearch has not shown that differentiated supervision leads

to better results.

2. a. Clinical supervision is the correct answer. It is the most

intensive option under differentiated supervision as it requires
the school head and the teacher to spend time together for
lesson planning, and for the school head to observe the teacher’s
class and give feedback.

b. Cooperative professional development is not an intensive

supervision option as the teachers work together to improve
their instructional skills.

c. Self-directed development is not the most intensive option as

the teacher here who is highly self-motivated, learns on his/
her own with the support of the school head.

d. Administrative monitoring is not the most intensive option.

At most, the school head conducts periodic spot-checks of the
teachers to determine areas for improvement.

3. a. Clinical supervision is not the correct answer because it is an

approach in which a supervisor (usually the school head)
confers with the teacher on lesson planning and closely
observes how the lesson is delivered in class.

Provide Differentiated Supervision 85

 b. Cooperative professional development is not the correct answer
because it is an approach which involves peer supervision or
collegial supervision.

c. Self-directed development is not the correct answer because it

is an approach which enables the individual teacher to work
independently on his/her own professional growth concerns.

d. Administrative monitoring is the correct answer because, as

the term implies, it requires the school head to monitor the
teacher’s progress by visiting the classroom every now and then
to check how well the teacher is carrying out his/her
responsibilities.

4. a. Clinical supervision is not the correct answer because this is

“supervision from the school head”.

b. Cooperative professional development is the correct answer

because under this option, the teacher is “supervised”
cooperatively by his/her co-teachers.

c. Self-directed development is not the correct answer because

this is “supervision of one’s self”.

d. Administrative monitoring is not the correct answer because

this is “supervision from the school head”.

5. a. Clinical supervision is not the correct answer because this is

most appropriate for teachers who prefer to be closely
supervised and coached by the school head.

b. Cooperative professional development is not the correct answer

because here the teacher works with his/her co-teachers.

c. Self-directed development is the correct answer because under

this supervisory option, the teacher prepares his/her own
growth plan, implements it, and evaluates himself/herself.

d. Administrative monitoring is not the correct answer because

this option is appropriate for teachers who prefer working with
the school head, while at the same time enjoying some level of
independence.

86 Provide Differentiated Supervision

6. a Not all teachers need to be supervised intensively.

b. This is the correct answer. The most important reason for

adopting differentiated supervision is that teachers have
different growth needs and learning styles. No single
supervisory option can answer the needs of all teachers.

c. The giving of feedback is not exclusive to differentiated

supervision. This is also done in other supervising approaches.

d. This claim has not been fully substantiated by research.

7. a. Developmental supervision is not the correct answer because

this approach addresses the learning needs of teachers based
on their levels of commitment and competence, not on their
preferred supervisory style.

b. Clinical supervision is most appropriate for teachers who prefer

intensive coaching and supervision from the school head but
may not be appropriate for other teachers with different needs.

c. There is no supervisory approach called multi-level supervision.

d. Differentiated supervision is the correct answer. This is the

supervisory approach he/she should adopt considering the
different supervisory needs of his/her teachers.

8. a. This is not the correct answer. Spot check is an unannounced

visit conducted by the school head to find out how the teacher
is carrying out his/her tasks.

b. This is not the correct answer because a consultative meeting

is held to obtain the opinions or views of participants regarding
particular issues.

c. Post-supervisory conference is the correct answer. This is the

meeting held between the school head and the teacher after
the school head had conducted a class observation. The school
head gives feedback to the teacher during this meeting.

d. This is not the correct answer. Coaching is the process wherein

the school head provides step-by-step instruction to the teacher
on how to develop a specific teaching-related skill.

Provide Differentiated Supervision 87

 9. a. Incorrect answer. Environmental analysis is the evaluation of
the possible effects of external forces and condition on an
organization’s survival and growth strategies. This is too broad
to be the first step in preparing a supervisory program.

b. Incorrect answer. Not all stakeholders need to be consulted in

preparing a supervisory program.

c. This is the correct answer. Needs analysis is the first step in

preparing a supervisory program as it enables the school head
to find out the gaps between what is being currently done and
what ideally needs to be done.

d. Incorrect answer. Competency-building is the provision of

activities that will equip personnel with appropriate knowledge,
skills, values, and attitudes. This may come in later as a result
of supervision but cannot be the first step in preparing a
supervisory program.

10. a. Understanding differentiated supervision is the correct answer.

Teacher involvement and commitment in the implementation
of a differentiated supervisory program can successfully be
obtained if they understand fully what differentiated
supervision is about.

b. This is not the correct answer. Understanding curricular and

instructional processes does not necessarily lead to successful
support of the differentiated supervisory system.

c. This is not the correct answer. Understanding the teaching-

learning process does not necessarily lead to support of the
differentiated supervisory program.

d. Understanding one’s supervisory preference does not

necessarily lead to support of the differentiated supervisory
system.

11. a. This is not the correct answer. Monitoring and evaluation do

not necessarily ensure the school head’s achievement of the
supervisory program goals.

88 Provide Differentiated Supervision

 b. M&E do not necessarily provide information about
stakeholders’ needs and expectations.

c. This is the correct answer. M&E enable the school head to see
if activities are being implemented as planned and to assess
the achievement of program goals.

d. M&E do not provide a venue for the school head and teachers
to discuss their concerns and opinions about the supervisory
program.

Part II

1. The differentiated system of supervision is an approach that allows

teachers to choose the supervision intervention they have to
undergo. In this approach, teachers are allowed to choose and
adopt one or a combination of the four supervisory modes.

2. Teachers have different needs and learning styles. Differentiated

supervision provides four supervisory options (clinical supervision,
cooperative professional development, self-directed development,
and administrative monitoring) that best address the teachers’
unique needs.

3. The steps in implementing differentiated supervision are the

following:

1 - Conducting a supervisory needs analysis

-Preparing a Differentiated Supervisory Program
-Introducing the program to the faculty
4 - Implementing the program
5 - Evaluating the program

4. Yes. The school head’s role is still active in differentiated

supervision. He/She officially approves supervision modes that
each teacher needs to undergo and has the right to veto a choice
the he/she deems inappropriate. He/She is also involved in
monitoring and evaluating the program’s progress.

Provide Differentiated Supervision 89

 Lesson 1: The Differentiated System of
Supervision: Options and Challenges
Let’s Think About This, page 16

1. The conversation of the four teachers reflects their individual

supervision needs and preferences.

2. They have different personal supervision needs and want supervision

to be delivered according to their needs and preferences.

3. This is all a matter of personal preference. If you were someone who

encourages independent work, you would most probably prefer to
work with Teacher B who believes she can do well on her own. You
would prefer Teacher A if you wanted your faculty members to be
working together and helping each other out. If you are so eager to
show your teachers the how-to’s of teaching, you will probably choose
Teacher C. Lastly, you would most probably prefer working with
Teacher D if you liked conducting class observations within a short
period of advance notice to monitor what is actually taking place in
the classroom.

4. There has to be a way to individualize the supervisory options for

them. They should be given choices as to the supervisory mode they
want to adopt.

90 Provide Differentiated Supervision

Let’s Try This (Activity 1.1), pages 17-18

Teacher A

Name: Mrs. Leng

Length of service as a teacher: Most senior in

the group, probably more than 10 years in the
service.

Describe her as a teacher:

Experienced, feels she has authority over

younger teachers, exudes confidence, likes
working with colleagues/peers.

Type of supervision preferred:

Supervision that involves working with

colleagues / peers.

Teacher B

Name: Mrs. Huong

Length of service as a teacher: 5 years or more

Describe her as a teacher:

Very independent, highly self-motivated,

does not want too much authority presence.

Type of supervision preferred:

Supervision that allows her to work

independently.

Provide Differentiated Supervision 91

 Teacher C

Name: Ms. Kim

Length of service as a teacher: Young,

probably with less than a year as a teacher.

Describe her as a teacher:

Idealist, eager to learn more, likes to be

mentored by an authority figure, willing to
spend time in self-improvement.

Type of supervision preferred:

Supervision that is lengthy in duration, hands-

on and very involved, provided by a senior
teacher or the school head.

Teacher D

Name: Mrs. Nga

Length of service as a teacher: Maybe 3 years

Describe her as a teacher:

Independent but also needs feedback from

authority, does not want to work for long hours
with a supervisor.

Type of supervision preferred:

Supervision that does not involve too much

independence or too close contact with
administrators.

92 Provide Differentiated Supervision

Let’s Try This (Activity 1.6), page 33

It is possible for a teacher under the SDD option to conduct reliable self-
appraisal. This can be done by:

1. Explaining to the teacher the importance of objective self-appraisal as

a means for finding out whether the SDD activities she conducted
had been effective or not.

2. Clarifying to the teacher that the raw results of her self-appraisal is

only for her consumption and will not be used as a part of the teacher
evaluation system.

3. Supporting the teacher with readings and other materials on effective

means of conducting SDD and self-appraisal.

4. Providing immediate and positive feedback on the teacher’s progress

report and assessment after the SDD program.

If you have given other answers , discuss them with your Flexible Learning
Tutor or co-learners.

How Much Have You Learned From This Lesson? pages 43-44

A.

1. A (Clinical Supervision)

2. D (Administrative Monitoring)

3. C (Self-Directed Development)

4. B (Cooperative Professional Development)

5. C (Self-Directed Development)

6. A (Clinical Supervision)
7. C (Self-Directed Development)

8. B (Cooperative Professional Development)

9. A (Clinical Supervision)

10. D (Administrative Monitoring)

Provide Differentiated Supervision 93

 B.

1. The differentiated system of supervision is a supervisory approach

that allows teachers to choose the supervisory intervention they have
to undergo.

2. In differentiated supervision, a combination of the four supervisory

options is allowed. This is in consideration of the possibility that during
the program implementation, teachers may have difficulties with the
individual options they adopted, hence, a need to combine two or
more of these. Their needs and concerns may also change and
necessitate combining different options.

3. Differentiated supervision has several advantages. These are:

 It provides a better response to the individual needs of teachers.
 The school head could rechannel his/her attention and efforts to
other critical roles in the school.
It promotes a more agreeable school atmosphere.
 It promotes increased motivation in attaining instructional goals.
 It encourages professional exchange and communication.
You may have identified other advantages of differentiated supervision.
Discuss your ideas with your Flexible Learning Tutor.

Lesson 2: Implementing Differentiated Supervision

in Your School

Let’s Try This (Activity 2.1), page 47

The correct chronological arrangement of the steps in implementing

differentiated supervision is as follows:

3 Introducing the program to the faculty.

5 Evaluating the program.

1 Conducting a supervisory needs analysis.

2 Preparing a Differentiated Supervisory program.

4 Implementing the program.

94 Provide Differentiated Supervision

Let’s Try This (Activity 2.4), pages 59-62

General Information

 The Differentiated Supervisory Program is intended to meet the

teachers’ individual instructional needs and foster their professional
growth. Finding and applying each teacher’s preferred option is
expected to improve or enhance the teacher’s performance and the
learners’ academic achievement.

 Differentiated supervision is where the school head allows the teachers

to freely choose what supervisory option they prefer and what they
think is more beneficial to their individual needs. This system gives
teachers the freedom of choice that helps promote a more agreeable
working atmosphere. At the same time, communication between the
school head and the teachers becomes more open.

Information for Teachers under Clinical Supervision (CS)

1. The goals of clinical supervision are to provide hands-on training

to the teacher on areas of teaching and learning where improvement
is needed and to closely supervise the teacher’s application of
learnings. The process is continuously applied until the desired
improvements are achieved.

2. The school head or another administrator or senior teacher will

provide the supervision.

3. The school head meets with the teacher to discuss the teacher’s
areas for improvement. The school head then directs or coaches
the teacher on what to do. They plan the activities the teacher has
to implement, then the school head closely observes the teacher’s
performance. An evaluation is then conducted and feedback is
given to the teacher on his/her performance.

4. The evaluation data can be used in determining whether the teacher

should continue applying the option chosen or to adopt a new one.
The evaluation data will not be used as part of the teacher’s
performance evaluation.

Provide Differentiated Supervision 95

 Information for Teachers under Cooperative Professional Development
(CPD)

1. The teachers will create their own groups.

2. The minimum number of members is three and the maximum is

five. Such manageable numbers will more or less ensure that the
teachers will be able to observe one another and provide useful
feedback.

3. During peer observation, one teacher in the group will be observed

by the rest of the team members. The observing team members
should have an agreed upon observation form containing
appropriate observation criteria. They should jot down notes for
their observation feedback afterwards. They should not interfere
in the teacher’s conduct of class. The teachers take turns in
observing each other in class.

4. A post-observation conference is conducted after the peer

observation. In this phase, each observer hands in his/her
observation feedback. Feedback is discussed and recommendations
on how to improve performance are given.

5. Other teacher development activities that could be conducted by

the teachers under this approach are seminars, workshops, fora,
and other educational activites focused on topics agreed upon by
the teachers as what they need.

6. The team members will organize their activities and monitor their
own progress. They can do monitoring by checking if their program
is progressing as planned. At the end of the program, the group
submits a report to the school head.

7. The school head provides guidance during program planning and

approves the teachers’ program beforehand. He/She also monitors
and evaluates the program’s implementation.

96 Provide Differentiated Supervision

Information for Teachers under Self-Directed Development (SDD)

1. In SDD, the teacher prepares his/her individual growth goals.

2. Self-assessment can be conducted by answering an evaluation

questionnaire prepared in consultation with the school head and/
or the teacher video-recording his/her classroom performance.

3. Teacher’s progress can be monitored by the teacher conducting self-

monitoring of his/her adherance to his/her SDD program. The
teacher also submits a progress report to the school head.

4. The resources that should be available to the teacher under the

approach are video recorder (as much as possible), evaluation
questionnaire, and learning resources such as books, video and
audio recording, on topics that will help promote the teacher’s
development.

Information for Teachers under Administrative Monitoring (AM)

1. The school head or a designated school administrator will do the

actual monitoring.

2. Visits will be conducted through spot checks done on a random

basis.

3. Data from the observation will be communicated to the teacher in

a one-on-one post-supervisory conference. Spot check results will
be discuss ed with the teache r towards improvin g his/her
performance.

4. Observation data will not be used in the teacher’s general evaluation.

5. The teacher’s expectation is that the school head is trustworthy and

sensitive to the teacher’s needs. The teacher also expects that the
school head will not interfere in the teacher’s conduct of class.

6. The school head’s expectation from the teacher is that the teacher
is always ready with his/her lesson plan, instructional materials,
and class records. The teacher is also expected to carry out tasks
and responsibilities in a professional manner.

Provide Differentiated Supervision 97

 How Much Have You Learned From This Lesson? pages 76-77

1. The steps in the implementation of differentiated supervision are

the following:

a. Conducting a supervisory needs analysis

b. Preparing a Differentiated Supervisory Program

c. Introducing the program to the faculty

d. Implementating the program

e. Evaluating the program

2. A supervisory needs analysis is important as it provides a basis for

improving the supervisory system in your school. It indicates
whether a gap exists between what you and your teachers intend
to achieve and your current performance. Knowing about this gap
enables you to think about several solutions that could close the
gap, including an alternative supervisory system.

3. In implementing self-directed development, the following have to be

considered.

 What self-improvement goals will be set by the teacher?

 How will the teacher’s progress be monitored?

 What special resources are available to support the teacher in this

approach?

4. Because of “growing up pains” or difficulty in adjusting to the new

supervision system, it is best to encourage your teachers to stick to
their respective programs for at least two months to see if changes
would happen. An evaluation meeting could be conducted after this
“grace period” and appropriate changes may be discussed and
implemented.

98 Provide Differentiated Supervision

5. If I were Mr. Sumon, I would evaluate the Differentiated Supervisory
Program (DSP) in my school by instructing the teachers to hold a
meeting to discuss their experiences during the implementation of
DSP, including their perceptions of its strengths and areas for
improvement, and their recommendations for its next implementation
period. I would also ask the teachers to answer the questionnaire
prepared by Glatthorn (1984) titled, “Form for Evaluating the
Differentiated System”, for a more objective evaluation of DSP.

How Much Have You Learned From This Module? pages 78-82

Part I

1. FALSE. The primary advantage of differentiated supervision is that it

allows teachers to choose the specific type of supervision they want
to receive. It is not about being less expensive and time consuming.

2. TRUE. Clinical supervision is the most intensive option under

differentiated supervision. Here, the school head confers with the
teacher on lesson planning, observes the teacher, and gives feedback
to the teacher. This process is implemented until the teacher achieves
the desired improvement.

3. FALSE. The administrative monitoring option requires unannounced

administrative visits. Cooperative professional development does not
require it.

4. FALSE. It is self-directed development, not cooperative professional

development, that provides teachers the highest level of independence.

5. FALSE. Cooperative professional development, not clinical supervision,

is characterized by “supervision among colleagues.”

6. FALSE. New teachers need a more intensive, hands-on form of

supervision because of their lack of experience. Clinical supervision
addresses their concerns best.

Provide Differentiated Supervision 99

 7. FALSE. Although differentiated supervision may also provide intensive
supervision through clinical supervision, its best feature is that it allows
teachers to choose their supervisory option based on their personal
needs and learning styles.

8. TRUE. The primary concern of differentiated supervision is to enhance

and improve the teacher’s instructional competencies by allowing them
to choose the supervisory option that is most appropriate for them.

Part II

1. The differentiated system of supervision is an option that allows teachers

to choose the supervisory intervention they have to undergo. The
teachers are given options as to which one of four supervisory modes
to adopt, depending on their personal needs and learning styles.

2. Differentiated supervision has several advantages. These are the

following:

 It provides a better response to the individual needs of teachers.

 The school head can rechannel his/her attention and efforts to

other critical roles in school.

 It promotes a more agreeable school atmosphere.

 It promotes increased motivation in attaining instructional goals.

 It encourages professional exchange and communication.

The disadvantages of differentiated supervision are:

 It may be demanding in terms of resources.

 It may be difficult to manage for some administrators.

 There is still no adequate research-based documentary evidence

that it can lead to improved teaching.

100 Provide Differentiated Supervision

3. The four supervisory options under differentiated supervision are:

 Clinical supervision

 Cooperative professional development

 Self-directed development

 Administrative monitoring

4. The steps in the implementation of differentiated supervision are:

 Conducting a supervisory needs analysis

 Preparing a Differentiated Supervisory Program

 Introducing the program to the faculty

 Implementing the program

 Evaluating the program

These steps are sequential. They need to be followed in this order

because one comes only after the step preceding it has been completed.
This will ensure the successful implementation of all the steps.

5. The three alternative resources in differentiated supervision are:

 Reflective journal

 Video analysis

 Student feedback

6. The Differentiated Supervisory Program is evaluated by the

teachers themselves as a group. They do this by holding a
meeting to discuss the implemented DSP by using Glatthorn’s
form for evaluating the differentiated system.

Provide Differentiated Supervision 101

 Part III

1. The nature of CPD and SDD as options in differentiated supervision

contributed to the success of their implementation.

 CPD and SDD both require minimal participation of the

school head. Because of this, no matter how busy the school
head becomes with his/her other tasks, the teachers under
the supervisory options of CPD and SDD carry on with their
tasks independently.

2. The failure of Mr. Junardi to fully implement CS and AM could be

attributed to the fact that he did not tap other human resources in the
school to whom he could have distributed the responsibility of
providing CS or AM to the teachers. Mr. Junardi could have trained
the assistant school head, the department heads, and the master
teachers on how to conduct CS and AM, and then, delegated some of
his supervisory roles to them.

3. Ways formulated for making DSP more successful:

 Because t h e t e a ch e r pop ulation is bi g , the DSP

implementation can be done by department and grade level
f o r be t t e r m a n a g e a bi l i t y . M r . J u n a r d i ca n cr e a t e a
s u p e r v i s o r y t e a m by t a p p i n g t h e l e a d e r s h i p o f t h e
department heads and grade level coordinators to help him
implement the DSP. Mr. Junardi will, then, serve as the
leader of this supervising team.

 Mr. Junardi can train and assign other school administrators,

such as the assistant school head and the department heads,
in conducting the supervisory tasks on his behalf.

 Mr. Junardi needs to monitor the DSP and he can train and
assign other school staff to assist him in conducting the
monitoring activity.

102 Provide Differentiated Supervision

Suggested Readings and Websites
Books

Carroll, M. & Tholstrup, M. (2001). Integrative Approaches to Supervision.

London, England: Jessica Kingsley Publishers.

Glatthorn, A.A. (1984). Differentiated Supervision for Catholic Schools.

Washington, DC: National Catholic Educational Association.

Glickman, C., Gordon, S. & Ross-Gordon, J. (1998). Supervision of

Instruction: A Developmental Approach. Boston, MA: Allyn & Bacon.

Gregory, G. H. (2003). Differentiated Instructional Strategies in Practice:

Training, Implementation and Supervision. Thousand Oaks, CA: Corwin
Press.

Nolan, Jr. J. & Hoover, L.A. (2005). Teacher Supervision and Evaluation:
Theory into Practice. Hoboken, NJ: Wiley & Sons.

Sullivan, S. & Glanz, J. (2005). Supervision that Improves Teaching: Strategies

and Techniques, 2nd ed. Thousand Oaks, CA: Corwin Press.

Websites

American Council on Education (2000). Supervising Your Faculty With a

Differentiated Model. Website: http://www.cesu.k12.vt.us/
supervision_evaluation/Teacher Supervision and Evaluation.pdf

Avon Grove School District (2004). Guidelines in Peer Coaching.

Website: ht t p : / /w w w . a vo n g r ov e . o r g/ d i s tr i ct / re s o u r ce s /
peerguide.pdf

Glatthorn, Allan (2007). Rationale for and an Overview of Differentiated

Supervision. Website: http://www.ascd.org/portal/site/ascd/
template.chapter. menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/
?chapterMgmtId=70f2cba5ddcaff00VgnVCM1000003d01a8c0RCRD

Provide Differentiated Supervision 103

 Glossary
Acquaint - familiarize, introduce

Administrative Monitoring - a supervisory approach in which the school

head monitors the teacher’s performance by conducting surprise
visits.

Chronological - ordered or sequenced according to occurrence in time

Clinical Supervision - a supervisory approach in which the school head

supervises the teacher rigorously through five steps.

Context - situation, background event, environment

Cooperative Professional Development - a supervisory approach in which

the school head allows the teachers to form a group, identify which
members will supervise and observe, and give feedback to one
another.

Criteria - set of standards or measures to follow

Differentiated Supervision - a supervisory approach for school heads in

which they allow their teachers to choose how they want to be
supervised.

Disparity - incongruence, difference, inconsistency

Evaluative - characterized by the act of measuring the value or worth of

something

Feedback - information given as a response, reaction

Hamper - prevent

Hands-on - very involved

Gauge - measure

Initiate - start

Meddle with - to interfere with

Motivation - a drive to do something

104 Provide Differentiated Supervision

Needs Analysis - the process of carefully and systematically separating
the elements of experience of a person, group of people or
organization, to determine gaps between what exists and what is
hoped to exist.

On-the-edge - nervous, agitated, anxious

Peer - friends, colleagues

Post-supervisory Conference - a meeting between the school head and

the teacher held after the school head had conducted a class
observation

Prowess - power

Rigor - rigidity, strictness

Self-directed Supervision - a supervisory approach in which the school

head allows the teacher to prepare a professional development
plan to be implemented by the teacher him/herself with minimal
supervision from the school head.

Self-mastery - a state of being knowledgeable or skilled in doing something

through one’s own intiative and effort

Skepticism - lack of faith, disbelief, doubt

Supervision - the function of directing or watching over teachers as they

perform their work

Systematic - orderly or following some rule

Therapeutical - capable of healing or promoting wellness

Unreflective - the characteristic of not thinking carefully about something

Validate - to test or check how true something is

Veto - to override, to bypass, decide against

Wary - careful, cautious

Provide Differentiated Supervision 105

 References
Blasé, J.R. (2004). Handbook of Instructional Leadership: How Successful
Principals Promote Teaching and Learning. Thousand Oaks, California:
Corwin Press.

Briggs, ARJ. (2002) Managing Effective Learning and Teaching. London: PCP.

Glatthorn, A. (1997). Differentiated Supervision, 2nd edition. Arlington, VA.:

Association for Supervision and Curriculum Development.

Marczely, B. (2001). Supervision in Education: A Differential Approach with

Legal Perspectives. Gaithersburg, MD: Aspen Publishers.

Naval, M. (1967). Administration and Supervision for Philippine Schools.

Quezon City, Philippines: Alemar-Phoenix.

Robins, S. (2004). Supervision Today. Upper Saddle River, NJ: Pearson-

Prentice Hall.

Ubben, G. (2004). The Principal: Creative Leadership for Excellence in Schools.

Boston: Pearson/Allyn and Bacon.

106 Provide Differentiated Supervision