1. Action Research on Clinical Supervision developed byDr. Lorenzo O. Capacio Page1
DEPARTMENT OF EDUCATION
Region X-Eastern Mindanao
Division of Malaybalay City
MALAYBALAY CITY EAST DISTRICT
Linabo, City of Malaybalay
An Action Research
On
CLINICAL SUPERVISION
(Preventive Approach)
By:
Lorenzo O. Capacio, Ed.D.
Schools District Supervisor

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DepED- Malaybalay City East District
I. Identifying an Issue and Developing a Research Question
Instructionalleaders havelots of work to do and steps, process and system to follow.
The primary role of the district supervisor is to assist in the instructionalprocess and
performother related task as delegated by thesuperior as mandated in the R.A. 9155.
Most of the newly promoted district supervisor or education program supervisors
were not properly trained by the department and were not used by the clinical
supervision process. The researcher had experience and undergone many
instructional supervision styles in the field as a school head. Some of the style in
instructional supervision is verbatim recording of which it’s not an easy task to
record all what is being said by the person being observed. Besides it causes
destruction to the process to catch up to write all what is being said. To prevent
what error or things that needs to be improved it should be treated ahead of time
before it will be demonstrated tothelearners. Oneof theproblems is how to start the
friendly supervision. What are really the steps or the preliminary activities in
conducting the friendly and effective clinical instructional supervision? In this
premise the researchers come up with the following questions that need to be
answered before during and after the class observation.
1. What is Clinical Supervision?
2. How to conduct clinical supervision?
3. What are the phases of clinical supervision process?
4. How to start the clinical supervision process?
5. What are the steps in clinical supervision process?
6. What are the points of discussion during the clinical supervision process?

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II. Learning More About the Issue
Most of the school administrators especially the newly deployed or
promoted supervisors and school heads do not have enough skills and
knowledge how to assist the teacher or provide technical assistance in the
lesson becausethey were not trained. Oneof thereason is they do not a guide
how to conduct instructionalsupportand clinicalsupervision. Although they
have observe in the field from their previous school officials but it’s not
enough. In this premise, the researcher was encouraged to develop a tool to
address the problem.
III. Clinical Supervision
Formal process of professional support and learning that enables individual
practitioners todevelop knowledge and competence, assume responsibility for their
own practice. The purpose is to assist the principal or teacher to learn from his or
her experience and progress in expertise, as well as to ensure good service to the
client or learners.
II. I. How to conduct clinical supervision?
Lots of clinicalsupervision introduced in thefield of education. This model
was developed by theresearcher with thehope that it can help the schoolofficials in
their field of works. In planning toconduct clinicalsupervision just consider the
following;
1. Preparea supervisory schedulebased on thesupervisory scheduleof
theschool head/principal/districtsupervisor.

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2. Coordinatetothe school head/principal/districtsupervisor regarding
your school visit and instructional supervision.
3. The schoolhead/principal/district supervisorwill arrangethe
scheduleto theteacher and ask the teacher being observed to
prepare at least 3 sets of copies of his/her lesson to be observed or if
DLP/Projector is available a soft copy will do.
4. The schoolhead/principal/district supervisorshould havethecopy of
thelesson plan at least one day before.
5. The teacher should alsohave all the materials needed in thelesson at
least a day before thelesson demonstration.
IV. 2. What are the Stages of Clinical Supervision Process (Preventive Approach)?
Stage 1.Conference of the supervisor and the school head
During the pre-conference of the supervisor and the school
head/principal they should have a copy of the lesson plan of the
lesson to be observed and if possible they have also the copy of the
PELC and the reference text book being used.
The supervisor and school head/principal will agree the venue
and time to have their pre-conference that happens at least a day
before the class observation may took place.
During thepre-conferenceconducted by thesupervisor, these are
the things/ steps needed to be observed;
a. The supervisor will establish rapport tothe schoolhead/principal

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How to establish rapport?
Before the pre-conferenceof the supervisor and the school
head/principal, the supervisor should set the atmosphere
bringing the condition into calm, peaceful and relax.
Talk about good things that happens, achievements, etc.
that can ease and calm down the tense or nervous.
b. What are the point of discussion that needs to be discussed by the
supervisor and the school head/principal?
To prepare theschool head/principalready to face and assist the
teacher, a pre-conference of the supervisor and the school
head/principal is needed to check the statement being use and
mounting of question.
Example;
o How will ask the teacher about his/her basic
data/information?
o How will ask the teacher about his/her target setting?
o How will ask the teacher about his/her objective?
o What did you observe to the materials to be used?
o How about to the strategy used? Is it appropriate?
o How much time allotted for that area/part of the lesson?
o What do you expect to the teacher in introducing the
new topic?
o Who should state the generalization? What will be your
question to the teacher in the statement of the
generalization?
o What is the ideal number of participants per group?
o How will you ask the teacher in stating the standards?
Who should state the standards of the group? Why?

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1. Parts of the lesson plan
Objective-
 should be stated in behavioral term
 consist of 3 domains- cognitive, affective, psychomotor
 SMART-specific, measurable, attainable, realistic, time
bounded
 PELC Based- curriculum
2. Presentation time to be used in every part of the lesson
Every part of the lesson should have the corresponding time
allotment to avoid under time or overtime.
3. Lesson strategies/methods used in the lesson
The methods and the strategies being used should be suited
to the lesson.
4. Materials to be used
 Examine the textbook used by the teacher if it is
prescribe.
 Real object is suggested instead of illustrated
 Use of ICT is advisable if available to minimized
expenses
 Availability- in the locality, common
 Appropriate – color, size, arrangement etc.

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5. Procedure/Learning Activities-
 Review – previous lesson, checking of assignments
 Motivation-delivery and content should be related to
the new topic, convincing and interesting
 Unlocking of difficulties- simplified, meaning should
be common and can be understood by the learners
 Presentation of the lesson- introduce the new lesson
 The use of the strategies- appropriate and suited to
the lesson
 Setting of standards-standards should be stated by
the learners not by the teacher
 The use of Higher Order Thinking Skills question
should be given emphases
 Generalization – to be stated by the learners
 Enrichment activities/practice exercises-enough
 Evaluation – check thenumber of items, is it coincide
to the objective
 Assignment- for follow-up study, or the next lesson
to be taken, number of items should be limited and
enough
NOTE: If the focus of the observation was stated in the supervisory
plan just focus also to the part that needs assistance or focus. For
the beginner school head, discuss only two or three topic to
discuss so with the teacher.

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Stage 2-Conference of the teacher and the school head
During the conference of the school head/principal and the
teacher thesupervisor will only listen without any interruption to their
conversation, record the important point of their conversation. Take
note the statement of the school head/principal how he/she drive the
teacher to come up and agree to what should be done.
The school head/principal may follow the guide for the point for
discussion.
During this conference, the teacher will demonstrate the lesson
using his/her instructional materials and the strategies in the lesson or
demonstrate only the focus of the observation.
Stage 3.Conference of the supervisor and the school head/principal
Based on the record of the supervisor, discuss only the part that
needs to be improved.
Stage 4. Class observation
Class observation will be done after the conference of the school
head/principaland the teacher (Stage 2). It is expected that revision of
thelesson plan will be made after the pre-conference if there are thing
to be included or change.
During the class observation the school head/principal and the
supervisor will only observe the class demonstration of the teacher
without interrupting the teacher.
Record only the thing that’s needs to be improved. Observe the
time started and ended, class activities, and the agreement during the
pre-conference.

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Stage 5. Conference of the school head/principal and the teacher
Post conferenceof the school head/principal and the teacher will
be done during the vacant time of the teacher to avoid class disruption
at the place agreed by them in the school premises.
Discuss what went well and what went wrong based on the result
of theevaluation (it is expected that the result of the evaluation will be
brought by the teacher). If the result shows that above 75% of the
learners achieved 75% proficiency level the lesson will not be re-teach.
An appreciation will be given to the teacher for the effort and
success he/she have done.
Stage 6. Conference of the school head/principal and the supervisor
During the post conference of the school head/principal and the
supervisor, the supervisor will discuss the things that need to be
improved by the school head/principal during the deliberation in the
post conferencebetween the schoolhead/principal and the teacher. The
supervisor will appreciate the good things done by the school
head/principal to assist the teacher.
The supervisor will ask the school head/principal as to what part
of the process that she/he needs to develop for the next round clinical
supervision.
III. Developing a Strategy for the Study
“We need the whole village to educate the child” and “You cannot give if you
do not have”. To achieve quality education, the whole educational system and the
school stake holders will function what is expected to them. If the teachers lack
knowledgeand skill in teaching, it is the responsibility of the school head/principal

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to assist the teacher. Nowwhat if the school head/principal alsolacks knowledgeand
skill how to assist the teacher?
It is now the responsibility of the supervisors and higher DepED officials how
to assist the school head/principal. Now how can the supervisors assist the school
head/principal if there is no training for them?
The researcher tried his best to come up and designed a strategy based on his
experience and researches in the field of education being an instructional leader.
With this work the researcher have conducted a try out to some selected school
head/principal in the division of Malaybalay City following the model stated above
and he found out a positive feedback and more effective than the other process used
before.
In order to measure the effectiveness of this process, the researcher has
developed an instrumenttomeasurehow effectiveness based on the responses of the
respondents and the user.
Respondents of the research and User of the Tool on Clinical Supervision :
The target respondents of this research study are the 9 designated/appointed
Education Program Supervisor of Malaybalay City Division, the 6 Schools District
Supervisors and 2 selected school head/principal in each districts of this division.
The Research Tool/Instrument:
The respondents and the User of the Tool will be given a copy of the newly
developed Clinical Supervision Guide (Preventive Approach) and the checklist for
their feedback.

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The Work Plan
Pre-Implementation Stage
Time Frame Activities Resources
August 1, 2014 Develop an action
research proposal
August 15, 2014 Develop a tool for action
research proposal
August 20, 2014 Submit the action research
proposal to the division
office for validation
Implementation Stage
Time Frame Activities Resources
August 26, 2014 Ask permission for the
launching of the try-out of
the research instrument
Post Implementation Stage
Time Frame Activities Resources
August 28, 2014 Launching of the research
instrument to the target
respondents
September 8, 2014 Retrieval of the instrument
September 16, 2014 Tabulate the responses of
the respondent

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September 24, 2014 Interpret and analyze the
result
CHECKLIST FOR EFFECTIVENESS OF CLINICAL SUPERVISION TOOL/PROCESS
NAME;________________________________ Station;__________________
Position: ______________________________
Please check one box for each activity/statement that correspond to your
assessment how useful this Clinical Supervision Model.
No Activities Very
Useful
(3
points)
Usefu
l (2
points)
Not
Useful
(1 point)
1
Prepare a supervisory schedule based on the supervisory
schedule of the school head/principal/district supervisor
2
Coordinate to the school head/principal/district supervisor
regarding your school visit and clinical supervision.
3
The school head/principal/district supervisor will arrange
the schedule to the teacher and ask the teacher being
observed to prepare at least 3 sets of copies of his/her
lesson to be observed.
4
The school head/principal/district supervisor should have
the copy of the lesson plan at least one day before.
5
The teacher should also have all the materials needed in
the lesson at least a day before the lesson demonstration.
Stage 2-Conference of the teacher and the school head
6
During the pre-conference of the supervisor and the
school head/principal they should have a copy of the
lesson plan of the lesson to be observed and if possible they
have also the copy of the PELC and the reference text book

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being used.
7
The supervisor and school head/principal will agree the
venue and time to have their pre-conference that happens
at least a day before the class observation may took place.
8
o The supervisor will establish rapport to the school
head/principal
Before the pre-conference of the supervisor and the
school head/principal, the supervisor should set the
atmosphere bringing the condition into calm,
peaceful and relax.
o Talk about good things that happens, achievements,
etc. that can ease and calm down the tense or
nervous.
9
Points of discussion that needs to be discussed by the
supervisor and the school head/principal
10
During the pre-conference of the school head/principal
and the teacher the supervisor will only listen without any
interruption to their conversation, record the important
point of their conversation. Take note the statement of the
school head/principal how he/she drive the teacher to
come up and agree to what should be done.
11
During this conference, the teacher will demonstrate the
lesson using his/her instructional materials and the
strategies in the lesson or demonstrate only the focus of the
observation.
12
Stage 3. Conference of the supervisor and the school
head/principal
Based on the record of the supervisor, discuss only
the part that needs to be improved
13
Stage 4. Class observation
Class observation will be done after the pre-conference of

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the school head/principal and the teacher. It is expected
that revision of the lesson plan will be made after the pre-
conference if there are thing to be included or change.
During the class observation the school head/principal and
the supervisor will only observe the class demonstration of
the teacher without interrupting the teacher.
14
Record only the thing that’s needs to be improved. Observe
the time started and ended, class activities, and the
agreement during the pre-conference.
15
Stage 5. Conference of the school head/principal and the
teacher
Post conference of the school head/principal and the
teacher will be done during the vacant time of the teacher
to avoid class disruption at the place agreed by them.
16
Discuss what went well and what went wrong based
on the result of the evaluation (it is expected that the result
of the evaluation will be brought by the teacher). If the
result shows that above 75% of the learners achieved 75%
proficiency level the lesson will not be re-teach.
17 An appreciation will be given to the teacher/principal for
the effort and success he/she have done.
18
Stage6. Post conference of theschool head/principal and
the supervisor
During the post conference of the school
head/principal and the supervisor, the supervisor will
discuss the things that need to be improved by the school
head/principal during the deliberation in the post
conference between the school head/principal and the
teacher. The supervisor will appreciate the good things
done by the school head/principal to assist the teacher.
The supervisor will ask the school head/principal as to
what part of the process that she/he needs to develop for
the next round clinical supervision.

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Please write your comment or suggestion toimprove thetool for clinicalsupervision.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
V. Scoring Procedure
Each box has corresponding points
Very Useful = 3 points
Useful= 2 points
Not Useful= 1 point
The maximum point is 54 points which is perfect and the expected lowest score is 18
points for each respondent.
Frequency Count was used to determine how effective and useful the tool is.
VI. Gathering and Analyzing Data
After therespondent have given their responses it will be collected and
tabulated based on the scoring and scaling procedure.
35 points to 54 points-means the tool is very effective
17 points to 36 points means the tool is effective

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0 point to 18points means the tool is not effective
Total
Number
of Items
Maximum
Points for
Each Item
Total Number of
Responses per
Item
Average Points out
of 20 Respondents
Remarks
Very Useful 18 3 17 51 Very
Effective
Useful 18 2 3 3 Effective
Not Useful 18 1 0 0 Not
Effective
V. Taking Action and Sharing the Study Results
Based on the result of theresearch thefollowing action will be taken up
Findings
The findings of the research were as follows:
1. The Education ProgramSupervisors and theSchools District Supervisors together
with the school administrators have similar assessment in all items on the
assessment of the effectiveness of the Clinical Supervision (Preventive Approach)
which is Very Useful.
2. Although someof the newly promoted/designated EducationProgramSupervisors
have limited experienceon how to conduct Clinical Supervision, they haveperceived

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that almost all the items on Stages of this research on Clinical Supervision is Very
Useful.
Recommendations
Based on the findings and conclusions of this research, the following
recommendations are presented:
1. In order to ensure success and sustainability of instructional supervision,
Education Program Supervisors, Schools District Supervisors and school
administrators should continuously carry out their prime task which is the
instructional support to teachers and follow the best process and steps on how to
conduct and provide instructional support to teachers.

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Action Research on
Clinical Supervision
Conducted by:
LORENZO O. CAPACIO, Ed.D.
Schools District Supervisor
Malaybalay City South District
Content Referred to:
JOSIE D. ZAMORA
EPS Designate in English

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Statistical Data Referred to:
MS LETECIA N. PALLE
EPS in Mathematics
Dr. EDILBERTO L. OPLENARIA
Schools Division Superimtendent