Learning
MANAGERIAL SUPERVISION
MANAGERIAL SUPERVISION |
Definition
of Educational Supervision
The term supervision comes from two words,
namely "super" and "vision". In Webster's New World
Dictionary the super term means “higher in rank or position than, superior to
(superintendent), a greater or better than others” (1991:1343). While the word
vision means “the ability to perceive something not actually visible, as
through mental acuteness or keen foresight (1991:1492).
Supervisor is a professional. In carrying out
his duties, he acts on the basis of scientific principles to improve the
quality of education. To supervise the need for excess that can see sharply to
the problem of improving the quality of education, using the sensitivity to
understand it and not just using ordinary eyesight. He fosters the improvement
of academic quality through the creation of better learning situations, both in
physical and non-physical environments.
The formulation or definition of supervision
can be explained from various angles, either by the origin (etymology), the
form of the word, or the content contained in it (semantic). Etymologically,
supervision by S. Wajowasito and W.J.S Poerwadarminta cited by Ametembun (1993:
1): "Supervision is translated from the English word" Supervision
"means supervision.
The definition of supervision etimologically
still according to Ametembun (1993: 2), mentions that seen from the form of his
words, supervision consists of two words super + vision: Super = above, more,
Vision = see, look, watch. The meaning implied in this sense, that a supervisor
has a position or position more than the supervised person, his duty is to
look, examine or supervise the supervised people.
Experts in the field of educational
administration provide an agreement that educational supervision is a
discipline that focuses on assessing improvements in teaching and learning
situations, as expressed by (Gregorio, 1966, Glickman Carl D, 1990, Sergiovanni,
1993 and Gregg Miller, 2003 ). This is also expressed in the article of the
Association for Supervision and Curriculum Development in America (Association
for Supervision and Curriculum Development, 1987: 129) which mentions the
following: Almost all writers agree that
the primary focus in educational supervision is-and should be-the improvement
of teaching and learning. The term instructional supervision is widely used in
the literature of embody all effort to those ends. Some writers use the term
instructional supervision synonymously with general supervision.
Supervision is done by the supervisor of the
educational unit, certainly has a different mission with supervision by the
principal. In this case supervision is more intended to provide services to the
principal in institutional management effectively and efficiently and develop
the quality of educational institutions.
In the context of quality control of
education, the supervision by the supervisor of educational unit such as
activities in the form of intensive observation of the learning process in
educational institutions, then followed up with the feed back. (Razik, 1995:
559). This is in line with L Drake's (1980: 278) view that supervision is a
sophisticated term because it has a broad meaning, that is identical with the
process of management, administration, evaluation and accountability or various
activities as well as Creativity associated with institutional management in
the institutional environment of the school level.
Rifa'i (1992: 20) defines the term
supervision as a professional oversight, as this is in addition to being more
specific as well as observing academic activities based on scientific ability,
and the approach is no longer an ordinary management control but rather
demanding Democratic and humanistic professional capabilities by education
supervisors.
Supervision is essentially directed at two
aspects: academic supervision, and managerial supervision. Academic supervision
focuses on supervisor observations on academic activities, in the form of
learning both inside and outside the classroom. Managerial supervision focuses
on observing the aspects of school management and administration that serve as
a support for the implementation of learning.
Oliva (1984: 19-20) explains there are four
kinds of roles a supervisor or supervisor education, namely as: coordinator,
consultant, group leader and evaluator. Supervisors should be able to
coordinate programs, goups, materials, and reports relating to schools and
teachers. Supervisors should also be able to act as consultants in school
management, curriculum development, learning technology, and staff development.
She has to serve principals and teachers, both group and individual. There are
times when supervisors should play the role of group leaders, in meetings
related to curriculum development, learning or school management in general.
Gregorio (1966) argues that there are five
main functions of supervision, namely: as inspection, research, training,
guidance and assessment. The inspection function, among others, plays a role in
studying the condition and condition of the school, and in related
institutions, the task of a superintendent, among others, plays a role in
conducting research on the state of the school as a whole both in teachers,
students, curricula of learning goals and teaching methods, Is finding problems
by observing, interviewing, questionnaires, meetings and checklists.
The research function is to find a way out of
the related problems being faced, and this research is done in accordance with
scientific procedures, ie formulate problems to be studied, collect data,
process data, and perform an analysis to draw conclusions on what develops in
developing exit strategies Of the above problems.
The training function is one of the efforts
to improve the skills of teachers / principals in a field. In the training was
introduced to teachers new ways more appropriate in implementing a learning
process, and the type of training that can be used between lan through teaching
demonstrations, workshops, seminars, observations, individual and group
conferences, and supervision visits.
The function of guidance itself is defined as
an effort to encourage teachers both individually and in groups so that they
will do various improvements in carrying out their duties. Guidance activities
are conducted by generating willingness, encouragement, directing and
stimulating to conduct experiments, and help implement a new teaching
procedure.
The assessment function is to measure the
desired level of progress, how much has been achieved and the assessment is
done in various ways such as test, standard setting, assessment of student
learning progress, see the progress of school assessment results and other procedures
oriented to improving the quality of education.
Managerial
Supervision
The essence of managerial supervision is the
monitoring and fostering of school management and administration. Thus, the
focus of this supervision is on the implementation of the school management
field, which includes the following: (a) curriculum and learning management,
(b) student affairs, (c) facilities and infrastructure, (d) manpower, (e)
finance, ) School relationships with the community, and (g) special services.
In supervising the above matters, supervisors
are also required to enforce the implementation of national education standards
covering eight components: (a) content standards, (b) graduate competency
standards, (c) process standards, (d) Educational and educational staff
standards, (e) standards of facilities and infrastructure, (f) management
standards, (g) financing standards, and (h) assessment standards. The objective
of supervising these eight aspects is to ensure that schools are well
accredited and meet national education standards.
Another important focus in managerial
supervision by school supervisors is on management or school management. As has
been known in the last decade has developed the discourse of school-based
management (SBM), as a new paradigm of management from centralization to
decentralization that gives autonomy to the school and increases community
participation (Sudarwan Danim, 2006: 4) Supervisors are required Explains and
introduces this management innovation model in accordance with the socio-cultural
context and the internal conditions of each school.
Methods
and Technical Managerial Supervision
Here are the methods and techniques that can
be used in managerial supervision
1. Monitoring and Evaluation
The main method that should be done by the
supervisor of the education unit in managerial supervision is of course
monitoring and evaluation.
a. Monitoring /
Supervision
Monitoring is an
activity aimed at understanding the progress of school implementation, whether
it is in accordance with predetermined plans, programs, and / or standards, and
finds barriers to be overcome in the implementation of the program (Rochiat,
2008: 115). Monitoring focuses more on control during the program and is more
clinical. Through monitoring, feedback can be obtained for the school or other
parties concerned to succeed achievement goals. The aspects observed in
monitoring are the things developed and implemented in the School Development
Plan (RPS). In conducting this monitoring, supervisors must equip themselves
with a parangkat or checklist containing all school indicators to be observed
and assessed.
Traditionally
supervisory execution involves stages: (a) setting standards for measuring
achievement, (b) measuring achievement, (c) analyzing whether achievements meet
standards, and (d) taking action if achievement is lacking / not meeting
standards (Nanang Fattah 1996: 102).
In recent
developments, the tendency of supervision in the world of education also
follows what is done to the industry, namely by applying Total Quality
Controll. This oversight is of course focused on quality control and is more
internal. Therefore, in recent years every educational institution generally
has a quality assurance unit.
b. Evaluation
Evaluation activities
aimed to find out how successful the implementation of school implementation or
how far the success has been achieved in a certain period of time. The main
objectives of evaluation are to (a) know the level of program implementation, (b)
to know the success of the program, (c) obtain material / input in the next
year's planning, and (d) to provide judgment of the school.
2. Reflektion and Focused Group Discussion
In accordance with the new paradigm of school
management that is empowerment and participation, the judgment of the success
or failure of a school in implementing the program or achieving the standards
is not just a supervisory authority. Monitoring results by supervisors should
be made publicly available to schools, especially school principals, vice
principals, school committees and teachers. Together schools can reflect on
existing data, and discover for themselves the inhibiting and supporting
factors they have felt. The forum for this could be a Focused Group Discussion
(FGD), involving elements of school stakeholders. This focus group discussion
can be conducted in several rounds as needed. The purpose of the FGD is to
bring together stakeholder views on the reality of the school's strengths and
weaknesses, as well as to determine the strategic and operational steps to be
taken to advance the school. The role of supervisor in this case is as a
facilitator as well as a resource when necessary, to provide input based on
knowledge and experience.
3. Delphi method
The Delphi method can be used by supervisors
in assisting the school to formulate its vision, mission and objectives. In
accordance with the MBS concept, in formulating a School Development Plan (RPS)
a school should have clear and realistic vision, mission and objectives
formulated from the school, learners, potentials, and views of all
stakeholders.
So far most schools have formulated their
vision and mission in the composition of a "good" sentence, without
being based on philosophy and credibility of the potential. As a result the
vision and mission are unrealistic, and do not inspire the school community to
achieve it.
The Delphi method is an efficient way to
involve many school stakeholders regardless of the status factors that are
often a constraint in a discussion or deliberation. For example, schools hold joint
meetings between schools, education offices, community leaders, students and
teachers, then usually the conversation is only dominated by certain people who
are confident to speak in the forum. The rest of the participants will only
become passive listeners.
Delphi method can be submitted by the
supervisor to the principal when it wants to take decisions involving many
parties. The steps according to Gorton (1976: 26-27) are as follows:
1)
Identify individuals or parties who are deemed to understand the issues and
want to be consulted on the development of the school;
2)
Each party is required to submit their opinion in writing without any name /
identity;
3)
Collect the incoming opinions, and list the order according to the number of
people who think the same.
4)
Re-submit the list of opinion formulas from various parties to give priority
order.
5)
Reassembling priority order according to the participants, and delivering the
final result of the decision decision of all the participants asked for their
opinion.
4. Workshop
Workshop or workshop is one of the methods
that can be taken by supervisor in doing managerial supervision. This method is
certainly a group and may involve several principals, vice principals and / or
school committee representatives. The organization of this workshop is
certainly tailored to its purpose or urgency, and can be held in conjunction
with the Principal Working Group or other similar organizations. For example,
supervisors may take the initiative to hold workshops on KTSP development,
ddministrasi system, community participation, appraisal system and so on.
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