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EDAD 610 Supervision of Instruction

An overview of the principles and processes of supervision instruction within the framework of teacher growth and development. This course explores the rationales, assumptions, processes, and implications related to a variety of instructional supervision practices and contexts associated with supervision of instruction and teacher growth. The emphasis is on research-based practices to provide focused feedback designed to increase student learning in a community of learners.

Units: 3




Graduate students:

  • MAEd (Emphases: Curriculum & Instruction, Educational Administration)

This course may also be taken by

  • Teachers for continuing education
  • Teachers and missionaries as non-degree course for professional development
  • Graduate students of other schools as transfer credit


At least 3 hours/week day for approximately 2 months.



Upon completion of this course, the students would have:

  1. Review the purpose of true education as a foundation of instructional supervision.
  2. Delineate the development of supervisory practices to determine their rationale and appreciate their application for school success.
  3. Identify the elements that constitute effective pedagogy as a guide for working with teachers and the basis for effective instructional supervision.
  4. Articulate an understanding of the ways of providing focused feedback during classroom observations for optimal teacher development.
  5. Demonstrate an understanding of clinical supervision, peer coaching, and other processes to develop teaching expertise. 
  6. Determine the various approaches or interpersonal skills needed by instructional supervisors in dealing with teachers of varied levels of expertise.
  7. Identify the criteria for assessing teacher competence as basis for an effective teacher evaluation.
  8. Describe the roles of instructional supervisors in effecting school improvement through research and professional and curriculum development.
  9. Develop a supervisory plan that addresses a specific need or issue in an actual school setting, based on biblical, ethical, and accepted principles of instructional supervision.



Week 1

Introduction: Developing Teacher Expertise

Week 2

History of Supervision and Evaluation

Week 3

Elements that Influence Student Learning

Week 4 

Classroom Observation: Providing Focused Feedback and Practice

Week 5

Structures for Developing Teaching Expertise

Week 6

Approaches to Working Closely with Teachers

Week 7

Assessing Teacher Competence and Growth

Week 8

Research and Development for School Success




Leni Casimiro, PhD

Dr. Leni Casimiro served as a school teacher and principal in several elementary schools of Central Luzon Conference before she was called to serve at the Adventist International Institute of Advanced Studies (AIIAS). At present, she is the Director of AIIAS Online. She has a PhD in Education with emphasis in Curriculum and Instruction and a cognate in Educational Administration. Her primary interest in instructional supervision and Christian education has led her to conduct research in the areas of instructional design, teacher and student engagement, faith and learning integration, and more, both for the online and face-to-face learning modalities.