School leadership plays a crucial role both in enhancing teaching and learning in schools as well as for building effective evaluation and assessment frameworks. Although the evidence base on the effects of different models for the appraisal of individual school leaders is limited, and appraisal is always only one of many influences on school leaders’ practices and behaviors, a few studies have pointed towards the potential benefits of appraisal as a tool for improving school leadership and an opportunity for professional feedback.
In a bigger point of view, appraisal of supervisory program is really necessary to justify effectiveness and needs. These are the ways a supervisory program must be appraised.
Planning and Plan Implementation: prepared school or district development plan/supervisory and technical assistance plan; provided support to school heads/cluster heads in the development of the School Improvement Plan; implemented the district development plan, administrative, supervisory and technical assistance plan; and supervised school heads on curriculum implementation and instructional delivery.
Curriculum Development and Innovations: provided leadership/technical assistance in the development / redevelopment of teaching and learning resources; initiated innovations in curriculum implementation; and provided access and equitable distribution of LRs from the LR Portal/ADM modules to schools within the school / district.
Staff Development: provided technical assistance and support for training and development activities; and coordinated with the division to implement downloaded training programs.
On the other hand, these are the supervisory evaluation program being applied in our school: supervisors and school heads accept the principles that supervision is a cooperative activity and that its goal is to help teachers perform more efficiently and more effectively; the evaluation of a supervisory program should be a fundamental part of the program itself; a supervisory program must be evaluated in terms of its own objectives and the instructional improvement that it achieves; evaluation should encourage improvement of the school’s organization for supervision; and the evaluation of supervisory program helps from harmonious relationships between school staff members.
There is no perfect school leadership and supervisory program, but I am very certain that with perfect goals combined unity and probity, anything is possible in a school.
By: Maria Alma D. Estioko |Teacher III|Sta. Rita High School|Olongapo City
