...Administrative Officer IV (Records) LETECIA R. GUERRA, Ph.D Chief Education Supervisor (CID) NANCY M. ABARRACOSO Education Program Supervisor (MAPEH, Kindegarten, SPED) CECILIA G. ASON,D.M. Education Program Supervisor(Filipino, K-12 Curriculum) NENITA B. FELEBRICO Education Program Supervisor (Mathematics) RUSTUM D. GEONZON Education Program Supervisor (English) EDUARDO G. PABUNAN, Ed.D Education Program Supervisor (Industrial Art & Physical Facilities Coord.) GINA L. PALINES, Ph.D Education Program Supervisor (Science) OSWALDO A. SERRANO Education Program Supervisor(Technology & Livelihood Education) FAUSTINO M. TOBES Education Program Supervisor (ALS & ADM) ELOISA R. ZARTIGA Education Program Supervisor(Araling Panlipunan & EsP) CRISTA JOY A. TORBILA Education Program Supervisor(Learning Resource Management Officer) DONA C. PONCE Librarian II JEZER N. ESTRADA Project Development Officer II CLARITA M. MENDA Chief Education Supervisor (SGOD) BALDWIN C. BABON Education Program Supervisor (Programs & Projects) ANGELICA C. RODRIGUEZ, M.D. Medical Officer III MELISSA N. MABANGUE Senior Education Program Specialist (School Management & M&E) MA. JOCELYN Y. SALAZAR Senior Education Program Specialist (Social Mobilization & Networking) AURORA S. EREDIA Senior Education Program Specialist (Human Resource Development) ANNABEL D. DACA Senior Education...
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...understanding for what the field work portion would entail and the importance of it. My idea was that I would have an opportunity to gain some practical experience to go along with the education and knowledge I am acquiring while in school. How well the person in charge of me is trained or how in-depth their knowledge is about the practice of social work is was not a consideration. Now, that I am in an agency, in particular one where the person in charge of my supervision does not hold a degree of any kind, I have personal experience with the necessity of competency-based supervision when working in the social services field, particularly social work. Analysis of Supervision The National Association of Social Workers (NASW) and the Association of Social Work Boards (ASWB) have developed Best Practice Standards in Social Work Supervision. The goal of this regulatory board and organization of professional membership task force is to support and strengthen supervision standards for professional social workers. The Best Practice Standards are also to provide a general framework that promotes uniformity and serves as a resource for issues related to supervision in the social work supervisory community (NASW & ASWB, 2013). The Best Practice Standards are not only designed to guide the practice of supervisors but to protect clients, support practitioners, and ensure that professional standards and quality services are delivered by competent social workers (NASW & ASWB, 2013). Protecting...
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...Trainers July 2011 Contents Introduction Section 1: Introduction to RCOG educational roles 1.1 College Tutor 1.2 Educational Supervisor 1.3 ATSM Director 1.4 ATSM Preceptor 1.5 ATSM Educational Supervisor 1.6 Deanery Ultrasound Co-ordinator 1.7 Ultrasound Educational Supervisor 1.8 Subspecialty Training Programme Supervisor (STPS) 4 5 5 7 8 10 12 13 15 16 Section 2: Structure of postgraduate education 2.1 The curriculum 2.2 Postgraduate training, assessment and appraisal 2.3 Annual review of training 2.4 RCOG forms for appraisal 2.5 MRCOG examinations 2.6 DRCOG examination 18 22 25 30 31 32 34 Section 3: Managing local/regional education 3.1 Guidance for dealing with the poorly performing trainee 3.2 Regional education 3.3 Welcoming the new trainee 3.4 Training needs for trainers 3.5 Top tips for College Tutors and Educational Supervisors 35 35 36 39 39 40 2 Section 4: Resources 4.1 Bibliography for medical education 4.2 List of educational resources 42 42 42 Section 5: Appendices 5.1 Appendix 1: Sample letter of welcome 5.2 Appendix 2: Example of introductory programme 45 45 47 3 Introduction The delivery of training and education is a core responsibility for the National Health Service (NHS). The General Medical Council sets the standards for undergraduate and postgraduate medical education and works with the Colleges to determine the curriculum, assessments and implementation. The Royal College of Obstetricians and Gynaecologists...
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...Today's school counselors deal routinely with complicated situations in which students have acute counseling needs, including cases of severe depression and suicidal ideation, pregnancy, substance abuse, school violence, and child abuse (Page, Pietrzak, & Sutton, 2001). To respond adequately to these needs, counselors must have both strong clinical skills and a keen awareness of the legal and ethical ramifications of any actions they may take or fail to take. These mandates are particularly challenging when school counselors are isolated in their settings or are so burdened with clerical and administrative tasks that they are unable to adequately address the counseling needs of the students they serve. School counselors in these situations may feel stressed and overworked and may be experiencing professional burnout. As a consequence, they can become unsure of their abilities and effectiveness and may experience erosion in their skills and competence (Crutchfield & Borders, 1997). This process runs counter to their ethical responsibility to maintain and increase their competence (American Counseling Association [ACA] 1995, Section C.2.) When school counselors fail to practice competently, this can become a legal problem as well as an ethical issue, because a malpractice lawsuit could result. Supervision can be an effective means of assisting school counselors to maintain and enhance their competence. Supervision can provide opportunities for continuing clinical-skill development...
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...Supervision The job of a supervisor of a mental health professional counselor encompasses many roles and responsibilities. Many supervisors subscribe to different supervision models, however this paper focuses on the discrimination model and will explain how to apply each of the supervisory roles with the case of Michael, the supervisee in the case study. This paper will also incorporate a description and justification of a skills that is most relevant to the role. Lastly, I will explain the supervisor’s role and skill set as noted in the discrimination model of supervision. Applying and Explaining Supervisory Roles This is where you introduce the ideas of effective characteristics and behaviors. Be sure to support your points with the learning resources. Using multiple resources will support your points further. Supervisors of mental health professionals train, mentor, teach, encourage and challenge counselors who are new to the field (Young & Bashman, 2010). They are individuals that have been counseling for a while, who take time out to guide and assist people that are new to field (Young & Bashman, 2010). There are many roles and responsibility that a supervisor has and a number of theories that they may incorporate into their personal doctrine. The discrimination model is a theory that includes three skills (intervention, conceptualization and personalization) and roles (teacher, counselor, and consultant) that one uses as a supervisor. Michael is mental health...
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...Reading #1 Keeping Quality Teachers The Art of Retaining General and Special Education Teachers Building a Framework: The Role of the Administrator in Teacher Retention Working conditions cannot improve without a commitment from district and building level leadership. Superintendents, principals and special education administrators are key personnel in retaining teachers. In addition, the role of administration in retention and support for special educators is particularly crucial given a history of exclusion and isolation from general education that many special educators have experienced. Section One in this document summarizes the critical importance of administration in teacher retention.School leaders at all levels of education can use the resources and strategies in this document to strengthen their efforts to ensure that students learn with high quality teachers. It should be noted that the term “school leader” extends beyond the role of superintendent or principal. Often, assistant superintendents, vice principals, or others are responsible for certain areas and this needs to be acknowledged when reading the strategies that are recommended. Further, some issues discussed here are building level, while others are district level. The categories described in Section Two touch on most aspects of effective school leadership. Therefore, this section will describe administrative strategies specific to those categories. A more in-depth and complete description of...
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...CHAPTER 1 THE PROBLEM AND LITERATURE REVIEW 1.1 Background of the Study The current era places big emphasis on the role of instructional supervision in the development of the education and improvement of student learning outcomes. It’s not the sole responsibility of the teachers to bear the tasks of delivering basic education services to the clienteles but rather a two-way process between them and the instructional leaders. As Ekyaw (2004) states it, it’s an interactive process that depends on the source supervisor and the teacher. Instructional Supervision (IS) is the phase of school administration which focusesprimarily upon the achievement of the appropriate expectations of educational system (Peretomode, 2004). Zepeda (2012) added that supervision fosters the internal and external motivation that leads to teachers’ professional growth. One recent definition is given by Glickman, Gordon & Ross-Gordon (2013) where they reiterate that instructional supervision is an assistance for the improvement of instruction and should be viewed as a function of process. Further, Marzano, Frontier &Livingston (2011) noted that the purpose of IS should be the enhancement of teachers’ pedagogical skills, with the ultimate goal of enhancing student achievement. In the Philippines, various reforms and educational movements have decentralized the context of educational management. It gives much emphasis on school empowerment and instructional supervision. Likewise, RA 9155 stressed...
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...Assessing and Planning Skills: Direct Assistance to Teachers The dynamic responsibilities of a supervisor demand a diverse skill set in order to effectively envision, communicate, plan, achieve, and reflect on the progress, or lack of, toward the school’s vision or mission statement. A pivotal component of this progression is a supervisor’s ability to effectively empower teachers and staff in their professional development by effectively evaluating the needs, styles, and preferences of the staff. With this in mind, this essay will compare and contrasts two strategies utilized to support teachers in their growth toward professional goals; clinical supervision and peer coaching. Further, this essay will identify the strengths and weaknesses of each model and how they use assessing and planning skills. Each model uniquely contributes to the supervisory process using diverse methods, developed in the educational community over the past six decades. The initial model of clinical supervision was outlined by Robert Goldhammer in 1969, included five steps the pre-observation, conference, observation, analysis and strategy, supervision conference, post-conference. In 1973, Morris Cogan elaborated on Goldhammer's work and described a clinical model of supervision consisting of eight steps, establishing the teacher-supervision relationship, planning with teacher, planning the strategy of observation, observing instruction, analyzing the teaching learning process, planning the strategy...
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...TOPIC:AN INVESTIGATION INTO TEACHERS’ PERCEPTION ABOUT SUPERVISION BY SENIOR MANAGEMENT TEAM IN PRIMARY SCHOOLS: A CASE OF FIVE REGIONS IN BOTSWANA. Students Names: Makhongo B. -201204435 Sello O. M. -201204434 Mahatelo M.F.-201206203 Kotewa G. -201204437 Marenga K.- 201204429 Mbiganyi G.-201206833 SUPERVISOR: DR P. BULAWA Table of Contents CHAPTER 1: BACKGROUND 3 1.0 Introduction 3 1.1 Background of the study 3 1.2 Statement of the problem 5 1.3 Purpose of the study 6 1.4 Research questions 6 1.5 Significance of the study 6 1.6 Limitations of the study 6 1.7 Delimitation of the study 7 1.8 Definition of terms 7 CHAPTER 2: LITERATURE REVIEW 8 2.0 Introduction 8 2.1 Purpose of supervision 8 2.2. Teachers’ Positive perceptions about supervision 9 2.3 Negative perceptions about supervision 10 2.4 Challenges facing supervision 11 2.5 Ways of Improving Supervision 12 2.6 Conclusion 12 CHAPTER 3- METHODOLOGY 13 3.1 Research design 13 3.2 Target population 13 3.3 Sampling and sampling procedures 14 3.4 Research instruments 14 3.4.1Questionnaires 15 3.4.2 The Interview 15 3.5 Data collection procedure 16 3.6 Data analysis and presentation 16 3.7 Ethical considerations 16 3.8 Research Methods 17 3.8.1 Respondents in the Study 17 CHAPTER FOUR: FINDINGS 20 4.0 Introduction 20 4.1.2 Teachers Questionnaires 20 4.1.2 Oral Interviews 30 5.0 Introduction 34 5.1 Teachers perception about supervision...
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...Company X Employee Handbook Thongsee K. Robbins (WGU Student #) Western Governors University Table of Contents Part A: Standard and Procedures…………………..…………………………………………………………Page 2 Purpose of this Handbook………………………………………………………………………...…. Page 2 Change of Policy…………………………………………………………………………………………. Page 2 Employment Forms……………………………………………………………………………………..Page 2 Dress Code Policy……………………………………………………………………………………….. Page 2 Part B: Training…………………………………………………………………………………………………….. Page 3 Frequency of trainings…………………………………………………………………………….…. Page 3 Specific content included in training program……………………………………………... Page 3 Duration of training program……………………………………………………….………….…. Page 3 Who will conduct/facilitate trainings? .................................................................................Page 3 How training(s) will be present to employees………………………………………….…...Page 3 Part C: Monitoring, Auditing & Reporting………………………………………………………………..Page 4 Monitoring employee misconduct……………………………………………………………….Page 4 Auditing employee misconduct……………………………………………………………………Page 4 Reporting employee misconduct…………………………………………………………………Page 4 Part D: Evaluate & Review the program after implementation………………………………….Page 5 Develop a plan……………………………………………………………………………………………..Page 5 Review and evaluate the effectiveness of ethics program………………………………Page 5 Suggestions to improve the ethics program after implementation……………...….Page...
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...case of Singleton v Department of Correctional Education, there are several reasons the courts ruled in favor of the Department of Correctional Education. Ms. Singleton claimed sexual harassment against a guard at the Correctional facility, but she never made an official report to her employer, and the unwanted behavior started July 2000 and continued to October 2001. What is sexual harassment? Sexual harassment is defined as someone making unwanted sexual advances or obscene remarks (Merriam-Webster, Inc., 2012). This type harassment usually involves a woman in the workplace being harassed by a male co-worker. Ms. Singleton claims sexual harassment when a male guard from the Correctional facility made unwelcomed comments about women...
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...Compliance and Coding Management Task 2 Western Governor’s University Compliance and Coding Management Task 2 A. Outline a HIM compliance plan that emphasizes the coding function by doing the following: 1. The necessary components of a compliance plan include Code of conduct, policies and procedures, education and training, communication, auditing, corrective action and reporting. The code of conduct is a statement or oath that establishes the intent to perform duties lawfully and ethically. The second component of a plan would include policies and procedures. The policies and procedures for coding would cover items such as how and when to query a physician, acceptable documentation sources, how to rebill a claim, usage of coding guidelines, payer specific issues, and any additional gray areas that may arise in the coding function. Education and training processes must also be outlined in a HIM compliance plan. This would need to identify the number of mandatory CEU’s for each employee, new hire training guidance and requirements, as well as physician and clinical staff educational guidelines and processes. The HIM/Coding compliance plan should also include policies and procedures that address communication, the auditing/monitoring process, any necessary corrective action steps and finally the process for reporting the coding compliance steps that have been followed and any areas identified as risks or any findings of noncompliance. 2. The HIM director...
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...Organizational Diagnosis Paper – Commander Support Staff By M. April Fargher I have chosen to write my organizational diagnosis paper on the organization I am currently working for. The National Air and Space Intelligence Center (NASIC), with headquarters at Wright-Patterson Air Force Base, Ohio, is the primary Defense Department producer of foreign aerospace intelligence. NASIC develops its products by analyzing all available data on foreign aerospace forces and weapons systems to determine performance characteristics, capabilities, vulnerabilities and intentions. The center's assessments are also an important factor in shaping national security and defense policies. As the DoD expert on foreign aerospace system capabilities, the center historically has also been involved in supporting American weapons treaty negotiations and verification. NASIC is a very large organization of military and civilian personnel representing multiple career fields among several units. I chose to closely diagnose the section I work for who is involved daily with every unit within NASIC. The section I work in is a support element of the center known as the Commander’s Support Staff (CSS). Our staff prepares and processes administrative support actions relating to unit programs such as military decorations, in-processing and out-processing of personnel, notification of drug testing, separations and retirements, and enlisted and officer evaluations. We manage the unit leave control program and maintain...
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...Research Paper The role of performance appraisal system on the development of human resource of Komenda College of education Introduction In every administration, whether private or public, there exist laid down aims and objectives that are to be achieved within a specific period. Nevertheless, these cannot be possible if the organisation focuses only on its financial and physical resources. There is therefore the need to concentrate on the human resource as well. This is necessary because it is only the people who are employed in the institution that can put together both the financial and physical resources of the institution in order to achieve its aims and objectives. With this in mind, each institution has to take the planning of its human resource as one of the most important issue. Pinnington and Edwards (2000) have defined “human resource planning as “the systematic and continuing process of analysing an organisation’s human resource needs under changing conditions and developing personnel policies appropriate to the long-term effectiveness of the organisation”(pp. 22). Cascio (1996) indicated that this can be done quarterly, bi-annually or annually and through some interrelated activities stated by Cascio (1996) and which include the following: i. Personnel inventory which is done to assess the current human resource base and how they are currently being used. ii. Human...
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...Research in Higher Education, Vol. 48, No. 2, March 2007 (Ó 2006) DOI: 10.1007/s11162-006-9042-3 EXAMINING HERZBERG’S THEORY: Improving Job Satisfaction among Non-Academic Employees at a University Ryan E. Smerek*,† and Marvin Peterson† ................................................................................................ ................................................................................................ This study reports the results of a survey of 2700 employees in business operations at a large public, research university. The analysis tests Herzberg et al.’s (1959) well-known, duality theory of motivators and hygiene factors and the impact of personal characteristics and job characteristics on perceptions of the work environment and job satisfaction. The results offer inconclusive support of Herzberg’s theory although the work itself is the strongest predictor of job satisfaction after controlling for both personal and job characteristics. The study concludes by discussing both practical implications, for those in leadership positions in a university, and theoretical implications for researchers interested in exploring job satisfaction in a higher education context. ................................................................................................ ................................................................................................ KEY WORDS: job satisfaction; quality of worklife; work climate; administrative staff...
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