Academic Supervision Model For Monitoring and Evaluating Educational Programs

Academic Supervision Model for Monitoring and Evaluating Educational Programs

First: The Basic Concept of Academic Supervision

Academic supervision refers to monitoring activities aimed at addressing various challenges in the learning process, with the goal of improving the quality of education. This is achieved through efforts to motivate, guide, coach, and direct teachers in academic-related activities that ultimately enhance teacher professionalism. The purpose is to improve professional capabilities, ensure the effectiveness of learning processes, and enhance instructional competence. Academic supervision targets helping teachers implement effective teaching processes. It can be conducted both theoretically and practically, utilizing various approaches such as the directive (direct), non-directive (indirect), and collaborative approaches.

Second: Models of Academic Supervision

There are three main models of academic supervision:

1.Conventional or Traditional Model: Rooted in an authoritarian and feudalistic societal context, this model leads to teacher behavior that is indifferent and unmotivated to seek solutions or innovations for educational progress.

2.Scientific Model: Implemented based on objectively collected data, such as classroom observation results, student achievement, and teacher performance metrics.

3.Clinical Model: Focused on improving the quality of the learning process through routine, systematic, and planned cycles involving observation, analysis, and follow-up evaluation. This model emphasizes a warm and humane approach where the supervisor and supervisee form a partnership. It includes individual discussions, group discussions, teaching demonstrations, and access to professional libraries.

Third: Functions, Duties, and Techniques of Academic Supervision

As a monitoring function, academic supervision involves teacher development, monitoring, evaluation, and professional training. The duties of school supervisors include: planning supervision programs, implementing learning supervision programs, and following up to help teachers overcome difficulties in the teaching and learning process. Supervision outcomes should be followed up to ensure they have a tangible impact on improving teacher professionalism.

There are two main techniques in academic supervision:

*Individual supervision: one-on-one supervision activities such as classroom visits.

*Group supervision: involves supervisory programs directed at two or more teachers simultaneously.

Fourth: Stages of Academic Supervision/Monitoring Implementation

The stages include planning, implementation, and evaluation. Planning must take into account several factors such as setting targets, scheduling, and designing monitoring procedures. The implementation must be consistent and continuous to ensure improved learning quality. There are two types of academic supervision:

*Normal supervision (outside the classroom)

*Clinical supervision (within the classroom)

School principals are responsible for conducting follow-up activities post-supervision to reflect on and utilize the results for improvement.

Implementing an academic supervision model is crucial for developing teacher professionalism and improving educational quality.

This article is summarized from the Course Module "Supervision and Evaluation of Education" Part 11, taught by Prof. Dr. H. A. Rusdiana, MM.

Teaching material link:

https://digilib.uinsgd.ac.id/65274/1/BUKU%20AJAR%20PENGAWASAN%20EVALUASI%20PENDIDIKAN.pdf 

Cv Kreator: Adam Nur Sobarudin