ABSTRACT
Supervision of instruction plays an important role in effective learning, and it is the tool with which educational objectives are achieved. It also stimulates desirable educational practices and provides a basis for action by the teachers and master teacher. Instruction supervision is a vital organizational subsystem for enhancing teachers and student performance in the school. It clarifies school goals, improves the values of the teachers and ensures good quality teaching and learning. Department order no. 35, s 216 “The Learning Action cell (LAC) as a K- to 12 Basic Education Program School Based Continuing Professional Development Strategy for the Improvement of teaching and learning was issued by the department of Education (DepEd) in line with the implementation of Republic Act 10533 or the Enhanced Basic Education Act of 2013.
This aims to enhance science instruction that will improve learning among students, develop professional growth and foster collaboration among science learners.
Keywords: LAC, ICT, Supervision, Collaboration
INTRODUCTION
This study includes the Reinventing Science Teaching through the development of instructional Supervision Based Learning Action Cell at San Pedro National High School. The researcher wanted to improve teachers in teaching science by designing programs on instructional supervision.
Instructional materials for K to 12 school science include textbooks, laboratory manuals other books about scientific matters, kits, software, CDs, and other multimedia materials, such as videos, that provide equipment and materials for specific inquiry- based lessons. Not only are these materials a primary source of classroom science learning, but because the professional development for teachers is often structured around instructional materials, they also play a profound role In the education of teachers. Thus, to achieve the earning goals of the Standards, Standards or Benchmarks, students and teachers must be provided with instructional materials that reflects these. Moreover, teachers will be more likely to provide the requisite classroom experiences if professional development programs provided by school systems are grounded in standards- based instructional materials. For these reasons, the selection of instructional materials that reflect the learning goals of the standards is a central issue. (Schmidt et. al.1997)
Shift from inspection to supervision approach at the beginning of 19th century had unleashed and prospering numerous strategies and patterns in order to create a significant improvement of the learning procedure. The good practices exercise by supervisors purposely to attain good performance from supervisees. Some the best practices written in literatures and categorized according to the three different styles of instructional supervision, directive, non- directive and collaborative style. In every style, various good practices studied can be a reference by current and future supervisors for further advance in their supervisory practice. Selected exemplary supervision practices is not fundamental to supervisor belief, but allows supervisors to adapt and match the practice to the need of supervisees in relation to the situation.
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