A development of collegial supervision model through gallery walk and virtual community to improve teacher's ability

Abstract

Generally, the Principal's supervision activities have yet to run optimally due to their many duties and responsibilities. This study aims to develop a model of collegial supervision through a gallery walk by forming a virtual community. This Research and Development study involves 8 Principals, 16 expert teachers, and 32 supervised teachers. It employed interviews, questionnaires, focus group discussions, and documentation studies in its data collection. Qualitative data were analyzed using the Miles and Huberman model; meanwhile, the quantitative data were analyzed through quantitative–descriptive techniques with averages and percentages. The product of this research was the Virtual Community and Gallery Walk in Collegial Supervision (VGC) supervision model, consisting of designs of the collegial supervision model along with descriptions of the stages of supervision using the virtual community and gallery walk methods and guidelines for their use. Product validation and testing results showed that the VGC Supervision Model was feasible, applicable to education, and could effectively improve teachers’ abilities. This product could be used in a place with a stable signal, using the device or gadgets, and having skills in using information technology.