DUTIES AND RESPOSIBILITIES OF A SUPERVISOR Responsibilities of

DUTIES AND RESPOSIBILITIES OF A SUPERVISOR

Responsibilities of the Supervisor While supervisory responsibilities may vary from one program area to another, the following duties are typical among programs: v Scheduling observations of teachers followed by conferences with the teacher to improve instructional and self evaluation skills. v Establishing and maintaining positive relationships between the Ministry and the cooperating schools. v Helping teachers, and developing an understanding of the teaching program by providing pertinent materials and documents. v Helping teachers understand the supervisory role in the teacher education program. v Clarifying the role of the teacher in the school.

v Providing necessary information for effective communication. v Working with the Ministry and cooperating personnel in planning appropriate experiences for teachers. v Assisting with content oriented problems and serving as a resource for both the school and teachers. v Assisting the teacher and student in continuous evaluation with emphasis on helping the teacher develop and use reflective, self evaluative techniques. v Writing professional recommendations for teachers using the appropriate format.

& r o t r a e v o lop n In eve Job Description of the Educational Supervisor d Therefore, according to the prospective view, the educational supervisor’s job will encompass the following roles: 1) The Educational Supervisor as a leader; (innovator& Developer) *Be fully aware of and competent in the most recent methods of educational technology, and how to apply them accurately, relevantly and effectively in the educational process. *Develop teachers’ efficacies, practically, and professionally in order to upgrade and update their classroom performances. * Be capable of developing and updating curricula. * Experiment modem and recently adopted educational methods * Design creative programmes to cater for the specific needs of learners

2)The Educational Supervisor as a Trainer. Tr a r e in * Properly classify and diagnose the training needs of teachers. • Discretely plan the needed training courses to encompass different levels of training, in addition to drawing relevant plans for implementing and assessing each accordingly well. • Hold specific training courses for newly recruited teachers. These training courses must encompass ways of coping with their new educational environment. • Train teachers in the art of utilizing, using and dealing with modern educational technology.

3)The Educational Supervisor as an Evaluator. E lu a v r o t a • Assess the school curriculum according to its ingredients, textbook, contents, organization, objectives and practical implementation. * Evaluate all elements and dimensions of the educational situation. • Objectively evaluate the study-subject teachers’ performance on scientific and objective bases. • Help teachers to effectively assess their pupils by using different assessment techniques. • Evaluate pupils’ achievement with the help of different assessment techniques, in order to improve it.

s e R rc a e r e h 4)The Educational Supervisor as a Researcher. • Pinpoint problems of the educational process by looking into them and thinking of relevant solutions to each. • Provide teachers with concise summaries of researches conducted in their field of work to benefit from and utilize in improving their performance in their classes. • Encourage teachers to conduct pilot studies and field researches to help them in solving the problems they face in their work as practical solutions to substitute solutions that are not based on solid scientific grounds.

r o t a v i t o M 5)The Educational Supervisor as a Coordinator and a Motivator. • Take the initiative in solving professional problems that might take place among staff teachers in their departments or with the school administrations, or vice versa. • Elevate teachers’ morale and lighten feelings of desperation, hopelessness, and job dissatisfaction. * Build up balanced humanitarian relationships with teachers. • Secure communication channels between different parts of the educational process, either in the same school, or in other schools he/she is supervising.