The Essence And Objectives Of Educational Supervision

FINAL SEMESTER EXAM ASSIGNMENT Several concepts/understandings of supervision are as follows: (1) Adam dan Dickey: “. is a planned program for the improvement of instruction” (2) Kimball Wiles: “...... is an assistance in the development of better teaching-learning situation (3) “...... all efforts of designated school officials towards providing, leadership for teachers and other eduactional workers in the improvement and professional growth and development of teachers the selection and revision of educational objectives, materials of instruction” Based on the quote above, answer the questions below briefly and clearly! 1. Explain the essence and objectives of educational supervision 2. Explain the requirements that supervisors need to have so that their supervision activities can be productively successful 3. Give an example of a problem that teachers often face in learning. If you are assigned as a supervisor, what steps need to be taken to ensure changes occur in the teacher by paying attention to the principles of supervision. Give reasons for choosing the approach, methods and techniques used. ANSWER: 1. In the book The Handbook of Management: theory and practice of school management by Imam Machali, it is written that academic supervision is an effort to help teachers develop their abilities to achieve learning goals. The essence of academic supervision itself is basically not to assess teacher performance in managing the learning process, but rather to help teachers develop their professionalism abilities. In Another reference also states that the essence of academic supervision itself is not at all assessing the teacher's work in managing the learning process, but rather prioritizing efforts to help teachers develop their professionalism (Sitorus, p. 123). Operationally, educational supervision aims to assist teachers in: determining educational goals, guiding students in learning, using appropriate methods, tools and learning resources, and helping teachers assess student progress as a reflection of success in teaching. (Slameto, p. 22). In short, there are three objectives of supervision, namely (1) preventive, aims to avoid obstacles that may arise so that the education/teaching/learning program achieves its proper goals, (2) curative, aims to improve, (3) preservative, aims to improve maintain what is already good, improve and develop. Ultimately, the goal of educational supervision is to improve the quality of student learning processes and outcomes through coaching and developing teachers' professional abilities. 2. In ideal conditions for implementing educational supervision, a supervisor has several competencies that must be possessed. Linguistically, the terms "competencies", "competence", and "competent" which in Indonesian are translated as competency, skill and empowerment refer to the state or quality of being able or appropriate. Among them are personality competencies, basic educational competencies, learning curriculum and information technology competencies, supervision competencies, assessment and monitoring competencies, and finally research and development competencies. Personality competency is a personal ability possessed by a school principal who has maturity, authority, responsibility and is able to be fair to everyone (Widyastuti & et al, p. 59, 2020). This competency refers to the fact that a supervisor (we can take the example of a school principal) must have a personality that can be imitated and emulated by both educators and the students under them. In short, a supervisor must have an example that can be imitated by the entire school community. The next competency that a supervisor must have is basic educational competency. The foundation of education can be interpreted as a basis or fulcrum education which can be meant in this case is that a supervisor must have a basis and background that is appropriate to education. These competencies will later be interconnected and continue with the other competencies that will be discussed. The third competency is learning curriculum and information technology competency. This competency is mandatory for all people who will work in the education sector. The need for competency in the field of learning curriculum for an education supervisor is to serve as a reference in assessing and improving the quality of education in a school or educational institution being supervised. Meanwhile, the information technology competency required by an educational supervisor is to facilitate a supervisor's work in carrying out objective assessments and supervision. The next competency is research and development competency. This competency is intended so that supervisors master various approaches, types and methods of research in education, apart from that, supervisors can also determine supervisory issues that are important to research both for their supervisory duties and for their career development as supervisors. 3. One of the problems often faced by teachers is the difficulty some children have in understanding the learning they are doing. One of the reasons is because teachers focus on the problems of their students without reflecting on the inappropriate teaching system for some children. According to Synder and Sahertian (in Nasir Utsman, p. 162), clinical supervision can be interpreted as improving teaching, achieving goals and combining school needs and personal growth. Meanwhile, according to Richard Waller (in Musriadi, p. 226) provides a definition that clinical supervision is supervision that is focused on improving teaching through a systematic cycle of planning, observation and intensive intellectual analysis of actual teaching performance. Based on the understanding that has been described, the clinical supervision model can answer the problems being faced by teachers or instructors. One of the characteristics of clinical supervision described by Mukhtar and Iskandar, et.al. (in Natsir Usman, p. 163) is an improvement in teaching that requires teachers improve their intellectual and behavioral skills and the focus of clinical supervision is on improving teaching methods and not changing the teacher's personality. So it can be concluded that clinical supervision is a guidance process that aims to assist the professional development of teachers/teacher candidates, in teaching performance based on careful and objective observation and data analysis as a guide for changing behavior.