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Managing Teacher Performance: A New Paradigm Role for Supervisors

SEAMEO INNOTECH CONDUCTED A SPECIAL TRAINING WORKSHOP for executives and key staff of the PAREF Woodrose School, Inc. late in September 2004. The Center’s consultants, Dr. David V. Catanyag and Dr. Frank Trespeces handled the sessions.

The Woodrose School, established in 1977 by the PAREF or the Parents Education Foundation, Inc., is considered one of the best private schools for girls in the country. The school is known for maintaining a high standard for teaching and learning

In spite of this, the School’s management decided to have its officials undergo training in performance management to maintain a good standard in teaching and learning. They consider managing teacher performance as an essential component of the school’s capability program.

SEAMEO INNOTECH handled the training that was specifically geared at enhancing the
capabilities of the school’s executives and key staff in managing and improving teacher performance.

The training made use of a new learning theory, popularly known the constructivist approach. The constructivist approach requires a new view of the learner as active, dynamic and self-directing. The teaching process must be delivered in a whole new way which in turn creates a shift in the teachers’ roles and the supervisor’s role, as well. Teachers must act as facilitators of learning, as change agents, and as enablers or actualizers. In the constructivist approach, the supervisors are seen as servant leaders, stewards, and teachers’ partners.

The training participants came up with a covenant on how instructional supervision must be done in PAREF Woodrose School to achieve their organization’s vision and mission, and to maintain a high standard of teaching and learning.

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