How Should Supervisors Support School Heads This 2020?
The Covid-19 pandemic wreaked havoc throughout the world, and our educational system isn’t excepted from this global affliction; forcing the schools and institutions to adapt to these changes. These are the words and insights of the Region-6 District Supervisor Dr. Eva Fabraquel on how should supervisors act to support the school heads during the 2020 pandemic.
Supporting School Heads
As stated in the articles that I’ve read, supervisors should nurture school heads instead of focusing on deciding who will take place in those positions.
Through this, both the supervisors and the school heads will have substantial and consistent professional growth that can serve as a powerful tool to produce a solid educational foundation with their respective institutions/schools.
As passive as it may seem, the district supervisor, school heads, and the school itself should have an aligned goals towards the development of one another. School heads should always have training that are directly implemented by the supervisors.
Those training/seminars must always be followed by synthesis, application, reflection, and constant reinforcements so that the skills that they acquire will have a solid standard and will remain relevant for a long time.
With the supervisor’s perpetual supervision on the school heads’ growth and on the school itself, the level of proficiency, efficiency, productivity, and results will always be closely monitored and tuned to reach and exceed the expected educational standards at hand.
District supervisors should also train and nurture the school heads in terms of initiative and risk taking according to the article.
Having principals/school heads that are able to do tasks as flawless as possible without being supervised is a huge asset to their institutions; independent in terms of wise decision-making, and reliable in large-scale tasks.
Taking risks is also a must. Our educational system only evolves when we step outside the normal teaching-learning environment; applying new pedagogies, using different assessment tools, implying different classroom strategies to teachers, and developing meaningful trainings and seminars can greatly contribute to the development of a school and professional growth of both them and their teachers.
So far, we have already conducted many training, seminars, and conferences in order to help our school leaders in becoming more effective in managing their schools.
These training are always aligned with the goals and interests of the national department as well as the demands that our society has.
We are also closely monitoring the development of each school and school heads in order for us to be able to develop more complex and meaningful trainings to conduct in the future for their personal and professional growth.
We are also conducting personal coaching in order for us to immerse ourselves in the school heads’ perspective in managing their schools so we could have a deeper understanding of the situations that they are facing; this gives us a better opportunity to give constructive advices, and in-depth guide to the school heads as they face their challenges ahead.
“New Normal” Responsibilities
I believe that these roles are critical more than ever before. Because of the abrupt shift in the educational system, learners, home partners, teachers, school heads, and supervisors were forced to adjust from what was “normal” and incorporate new techs, teaching-learning environment, pedagogies, medium, and other things that the new normal has to offer.
Through these roles and responsibilities, the supervisor will be able to mitigate the difficulties that the school head has. They should be constantly monitored, advised, guided, and trained in order to quickly adapt to the current system that we have.
Through this constant guidance, in time, they will be able to manage their own schools properly with little to no bottlenecks in terms of guiding their teachers in delivering proper modular/distance education strategies.