MY SCHOOL by Dr .Nilesh Gopal das Joshi (beginner reading books for adults .txt) 📕

teachers. It is through the programme of professional development that teachers can maintain a readiness to meet the challenge of new programmes and new responsibilities. Hence, the supervisory staff should know the special competence and skills of the professional staff and should guide them in their professional development. Evaluation of Teaching-Learning Process

The focus of the evaluation should be on the outcome of instruction and learning rather than the instructional process itself. It is the responsibility of the supervisory system to know the effectiveness of each professional person in the teaching-learning situation. They must try to facilitate the self-evaluation of teachers. The technological and psychological support system will help a lot in this connection.

Selection, Allocation and Development of Materials and Equipment of Instruction

The supervisory staff has the responsibility for locating and making available the materials and equipments of instruction that are appropriate since teachers do not have the time to get informed about them. The supervisory staff must survey what is available and recommend the desirable new materials in the teaching-learning situation.

The selection of content textbooks is also the responsibility of the supervisory staff. Thus, textbooks can be used effectively and intelligently. The supervisory staff should also see that the materials are supplied quickly upon the request of the teachers.

Research Programme

A neglected function of supervision in our system is the conducting of research into instructional procedure and curriculum design. In this age of science and technology, when many new ideas are coming, research at every stage of education is essential. A well-developed supervisory staff can encourage effective research practices in the school system.

Dissemination of Knowledge

To improve dissemination of ideas, teacher, visitation, headmaster groups, workshops and curriculum planning activities etc. should be encouraged.

Supervision of Co-Curricular Activities

Modern schools should not only be a place of instruction, but also a place of joyous participation for the entire school community. The playgrounds and libraries, laboratories and debating halls should throb with life. School should be a place of different co-curricular activities throughout the year. The supervisory staff can bring life to the programme and make it effective.

Supervision of School Records

A school has to maintain certain records, reports and registers. They are indispensable for the successful working of the modern school. The school, being a social institution is answerable to parents, who send their children to school; to the local and state government, which maintain it and to the students, who must be developed physically, intellectually, morally, culturally and socially through different programmes, activities and functions. Effective supervision of the school records is equally important.

Supervision of Pupil Growth

The important objective of all educational activities is the growth of the students. The supervisory staff should see the effectiveness of instruction secured by the students in the academic, cultural and physical fields and the educational programme of the school to help the gifted, the backward and the retarded children etc. All the students in the school have a potential for making contribution to school improvement. 

INSPECTION AND SUPERVISION

Inspection refers to a specific occasion when a school is examined and evaluated a s a ‘centre of learning’ in such a manner that suggestions may be given for its improvement and those suggestions are reported. It is an area of school organization, where we want to develop active and independent thinking and imagination on the one hand and on the other we want the general conformity to rules and regulations. Inspection is more or less authoritarian and rigid in nature. The inspecting officers supervise classroom instructions because of their official position. Such inspection does not help in the professional improvement of the teachers and improvement of instruction. At the time of their visit, the inspectors confine their attention to the inspection of departmental rules and regulations, condition of building and equipments, position of staff, registers, records, accounts, government grants etc. Even then it is one of the several methods employed for the improvement of quality of education.Realising the defects of inspection, the Indian Education Commission (1964-66) emphasized on supervision and stated that it was “one of the major programmes in the reform of school education”.

Supervision, on the other hand is a constant and continuous process of more personnel guidance based on frequent visits when attention is directed to one or more aspects of the school and its organization. It is a procedure of giving direction to and providing critical evaluation of the instructional process. It is to co-ordinate, stimulate and direct the growth of the teachers. It gradually moves from the improvement of instruction to the improvement of learning. Therefore, supervision aims at the development of the teacher, the growth of the student and the improvement of the teaching-learning process.

NEW TRENDS IN SUPERVISION AND INSPECTION

Firstly, there is significant change in the nomenclature of inspection.

The present trend among educationists seems to expel the word ‘Inspector’ from the ducational vocabulary in favour of ‘Supervisor’ or ‘Education Officer’.

The Secondary Education Commission observed, “In our view the true role of an inspector – for whom we would prefer the term Educational Advisor- is to study the problems of each school, to take a comprehensive side-view of all its functions and to help the teachers to carry out their advice and recommendation.”

Secondly, modern supervision is creative and constructive rather than destructive.

It seeks to ensure creative participation of all the teachers rather than to criticize them for their faults. When the occasion demands, the inspector(supervisor) shows by demonstration how to adopt a particular method or technique, or how to teach a particular topic effectively, or how to use aids and devices to capture the interest of pupils. As a positive approach, they will not fail to put in the encouraging remarks about the satisfactory work done by the teachers and will not hesitate to appreciate and commend the good work done by them. Their criticism if any, is also constructive.

Thirdly, modern supervision provides educational leadership.

The supervisors are supposed to be experts and specialists. They have to guide and advice the teachers to do better and improve professionally. They are up-to-date regarding trends in education and provide necessary reorientation to the field workers. It is a part of their professional responsibility to be conversant with the latest and their work with the teacher lies in communicating the latest ideas and practices to them.

Fourthly, modern supervision is democratic.

There is complete absence of authoritarian attitude and approach in the modern supervision. It provides educational leadership of a democratic type. The supervisor does not impose their point of view authoritatively, but recommends better alternatives after convincing and persuading the teachers. The teacher’s point of view is also given due consideration. The supervisor uses in their work the devices of observation, discussion, recognition of good work, demonstration, persuasion and suggestion.

Fifthly, modern supervision id carried out in a scientific way.

It is now taken as a technical, methodical and scientific job. Subjectivity is being replaced by objectivity. Good supervision leads to positive results in the form of educational standards, better teaching, pupil’s progress and development.

Sixthly, modern supervision is coordinating and integrating in nature.

The supervisory service is a co-ordinating agency which collects all good traditions, practices, programmes, ways and means, experiences, experiments, projects available from various institutions and disburses them onwards to other institutions. The qualities and achievements of one institution are publicized throughout the area by this agency for all-round adoption and benefit. It integrates all educational efforts of the area for inter-school improvements.

Seventhly, modern supervision employs a variety of new devices.

Supervision is becoming increasingly professional. Through scientific tools of evaluation, it not only assesses the quality of instruction, but also evolves new ways and means to make up deficiencies. New supervisory devices like seminars, meetings, conferences, study groups and workshops are now becoming increasingly popular. Exchange of ideas and experiences between teachers is encouraged. Teaching techniques are further improved through researches, experiments and projects undertaken by enthusiastic teachers, headmasters and educationists.

METHODS OF INSPECTION

There are no set procedures for inspection. But the prevalent procedures are:

School visits

The supervisor is supposed to visit every school in their area at least once in a year. There may be certain problems in some schools, backward or developing schools which may require more than one visit. The visit is undertaken after giving due notice to the school. In addition to this, sometimes surprise visits will also be needed. During the visit the supervisor observes the work in the classrooms and the activities of students outside the class. In case they find it necessary for a change in the situation, they should give the demonstration of the new procedure they propose as the alternative.

Teacher’s meetings

Immediately after the inspection is over and on other suitable occasions, meetings of the teachers and headmasters are held. In them, general defects and shortcomings are discussed and procedures for improvement thought out. The difficulties expressed by the teachers are also discussed and suggestions given for their removal. Due appreciation of good work is also expressed in such meetings to provide further incentive for improvement.

Issuing Orders and Circulars

Regular guidance is provided to teachers through circulars containing academic suggestions for physical welfare of students and guidelines for their overall development. Administrative orders are also issued for various activities like tournaments, competitions and contests and for sending information on educational matters like syllabus, textbooks, examination system, departmental instructions, educational seminars and conferences to be held. The circulars and orders also initiate a number of school improvement programmes like school projects, cleanliness campaigns, science fairs, student camps and service towards community.

Evaluative criteria

The evaluation should be carried out through a scientifically prepared evaluative criteria. NCERT has already evolved one and the state authorities can evolve their own on the basis of this. A detailed proforma including questions covering all aspects of the school should be prepared and used. The supervisor will collect data on all aspects through visits, observation, records and reporting by the headmaster.

New Methods suggested by IEC

The Indian Education Commission suggested a number of methods for making supervision more purposeful and useful.

School Complex: The commission suggested that in certain areas, a school complex may be formed. The headmaster of the high/senior secondary school may inspect the middle and primary schools of the complex once in a year. Statistical Cell: There is a need to provide a small statistical cell in each district office, and the factual data regarding all the schools may be continuously collected in this cell. Classification: The schools must be classified into various categories. Each category will have its own standard and hence its own difficulties, problems and levels of attainment. Guidance would be given in accordance with the desired standards. Evaluative Criteria: The criteria may be prepared on scientific lines for various types of schools. Schools may be classified on the basis of their performance. Chapter: 13 INSTITUTIONAL PLANNIMG

INSTITUTIONAL PLANNIMG

Planning is an attempt to organize resource for the attainment of a chosen goal. It is a purposeful action.

Planning can be defined as a process of taking decisions for future actions in order to achieve predetermined objectives by optimum utilization of available resources in a limited timeframe. Effective planning is the key element to any organization.

Institutional planning is a programme of development and improvement prepared by educational institutions on the basis of its needs and the resources available, with a view to improve the school programme and school practices. It is the process of thinking, deciding and willing so that an institution becomes a