Supervision as management and development in Philippine setting /
Sanchez, Jose Rizal G.
Supervision as management and development in Philippine setting / Jose Rizal G. Sanchez - Sta. Mesa, Manila : Saint Bernadette Publications, Inc., c1996 - 136 pages ; 21 cm.
Includes bibliographical references.
Chapter I. nature of administration, supervision and management -- Chapter II. The Triadic model of academic supervision -- Chapter III. Curriculum development: a fundamental task -- Chapter IV. Instructional development: the humanistic coaching task -- Chapter V. Staff development: key to technical efficiency -- Chapter VI. Research development: strategy for effecting change -- Chapter VII. Supervisory management skill.
Academic supervision is such a complicated matter. It should not be taken for granted because the ultimate beneficiaries of effective supervision are the STUDENTS. In doing so, the quality of education through the improvement of teacher effectiveness in managing instructional tasks must be done. As a classroom manager, the teacher makes a lot decisions, intellectual decisions for that matter. He decides WHAT should be taught, and HOW it should be taught and evaluated based on the objectives (the WHY) he wishes to attain at the end of instruction. Basically this refers to the management of the learning activities (TLA).
EDUCATION -- MANAGEMENT
LB 2806 .S88 1996
Supervision as management and development in Philippine setting / Jose Rizal G. Sanchez - Sta. Mesa, Manila : Saint Bernadette Publications, Inc., c1996 - 136 pages ; 21 cm.
Includes bibliographical references.
Chapter I. nature of administration, supervision and management -- Chapter II. The Triadic model of academic supervision -- Chapter III. Curriculum development: a fundamental task -- Chapter IV. Instructional development: the humanistic coaching task -- Chapter V. Staff development: key to technical efficiency -- Chapter VI. Research development: strategy for effecting change -- Chapter VII. Supervisory management skill.
Academic supervision is such a complicated matter. It should not be taken for granted because the ultimate beneficiaries of effective supervision are the STUDENTS. In doing so, the quality of education through the improvement of teacher effectiveness in managing instructional tasks must be done. As a classroom manager, the teacher makes a lot decisions, intellectual decisions for that matter. He decides WHAT should be taught, and HOW it should be taught and evaluated based on the objectives (the WHY) he wishes to attain at the end of instruction. Basically this refers to the management of the learning activities (TLA).
EDUCATION -- MANAGEMENT
LB 2806 .S88 1996