A VISION FOR PROFESSIONALIZING EDUCATIONAL SUPERVISION IN THE KINGDOM OF SAUDI ARABIA

Transcription

1 A VISION FOR PROFESSIONALIZING EDUCATIONAL SUPERVISION IN THE KINGDOM OF SAUDI ARABIA Dr. Saud Jubaib A Arawaili Faculty of Education and Arts Northern Borders University Saudi Arabia Mo N : nsj98@hotmail.com Abstract The practice of many professions has been coupled with, the so-called "profession practicing license", as possessing the minimum acceptable efficiency of the profession is a necessary condition for exercising it The professionalization of any work upon clear and specific controls and standards is a factor of development, power, and attractiveness for this work, and also a factor of social respect, as the job of the individual does identify his position and role in the society. This identification depends on the post given by society to professions according to its needs. No work is to be called a profession unless it has definite controls and standards. It could be argued that the field of education needs the expert educational supervisor, who is highly professional, and this casts a big responsibility on the Ministry of Education, which selects the educational supervisor, and oversees his training. This research aims to: discuss the degree of the need for educational supervision, determine the role of the educational supervisor with the teacher in the future school, and the possibility for the application of professionalization standards on educational supervisor's work in Saudi Arabia. To achieve the objectives of the research, the researcher investigated the educational literature, and concluded an urgent need for educational supervision in terms of theoretical analysis of what is suggested in the educational literature and educational studies. Also, a list of roles which are required of the educational supervisor at the school of the future was developed. To achieve the third goal of the research, the researcher inferred set of principles that can be a runway for professionalizing the work of the educational supervisor. In conclusion, the researcher recommends, by this research, that it is necessary to prepare educational supervisor before exercising his duty in accordance with specific criteria upon which he is given a profession practicing license and develop a list of the authorities of the supervisor and functions assigned to him. Key words: Professionalizing, Educational Supervision March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 105

2 1. Introduction Today's world is facing rapid changes in all areas, whether scientific, technical, political, economic, educational or other, that left its impacts on the different aspects of life. Professions are among the areas that has changed considerably, as it does vary from a period the another, either in tasks, or importance, according to these diverse variables. Many people do not differentiate between the craft, and the profession, despite of the large difference between the two. Craft, on the one hand is a business that is learned through practice, or by imitating others through trial and error, it does not require a long or a specialized preparation. Profession in the other hand is the work that needs a relatively long scientific preparation. Profession practicing needs a cognitive background that relies heavily on scientific research, and which have scientific references, whether in the form of written literature, or qualified experts, and which is managed in accordance with its own rules and philosophies, so its practitioners usually have some kind of assembly, usually in the form of professional associations. (Abdel-Hamid and Hiari , p. 9). Morris((2001, p. 19) have identified six properties for careers in this age as follows: The existence of high standards of the profession in the main levels, being placed on the national level, and is organized through a strong professional discipline. The existence of a knowledge base, with the provision of professional growth opportunities for the practitioners to follow everything new regarding their profession. The existence of sufficient organization and management of profession, to support the best professional practices. Active use of the latest technology. Providing incentives and awards for excellence. Permanent focus on the interests of the beneficiaries of the service (Students, parents and teachers) according to clear and effective regulations evaluating performance and output. Thus, the practice of many professions has been coupled with, the so-called "profession practicing license", as possessing the minimum acceptable efficiency of the profession is a necessary condition for exercising it. The professionalization of any work upon clear and specific controls and standards is a factor of development, power, and attractiveness for this work, and also a factor of social respect, as the job of the individual does identify his position and role in the society. This identification depends on the post given by society to professions according to its needs. No work is to be called a profession unless it has definite controls and standards. It could be argued that the field of education needs the expert educational supervisor, who is highly professional, and this casts a big responsibility on the Ministry of Education, which selects the educational supervisor, and oversees his training. Ministry of Education confirms that the nature of the current and future stage, and the considerable change it witnesses, do impose on educational supervision, to respond to challenges, and meet it with a comprehensive developmental plan, concentrates on what suits the requirements of development of likely roles, including preparing educational field to believe in the inevitability of a positive change as a base for the development, and the effective respond interacting with it, and the development of learning environments and improving quality of its output. (Ministry of Education 1429, p. 12) March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 106

3 2. Problem of the Study It is no secret that the educational supervision is facing many problems, weaken its developmental role regarding the educational process. Some studies have revealed that there are problems faced by educational supervision, such as, Almoghaidi study (1997 m), which concluded, poor technical competence of educational supervisors and their dissatisfaction with their role. The study Rwaili (1424), has on its side concluded that educational supervisor does his duties regarding developing professional growth of teachers on a mean scale. Finally there was Al-Muwaizri study (1422 H.), which stated that there are teaching skills which educational supervisor does develop on mean degree, and others with a low degree. Because of his professional concerns the researcher, has noted a blur in mechanisms of selecting educational supervisor, his duties, and conditions of his continuation, or termination of his assignment and that there are obstacles in his training and preparation. This helped the researcher appreciates the problem of the study, which is mainly the absence of a standard clear vision for professionalizing educational supervision. In the light of this presentation the study problem can be stated in the following questions: What is the extent of the need for educational supervision? What is the role of the educational supervisor with the teacher in the school of the future? What is the possibility of the application of professionalization standards on educational supervisor's work? 3. Objectives of the study Identifying the degree of the need for educational supervision. Identification of the role of the educational supervisor with the teacher in the school of the future. Determining the possibility for applying the professionalization standards on educational supervisor's work? coming up with recommendations to facilitate professionalizing educational supervision process. 4. Importance of the study The importance of this research is that it dealt with the professionalization of educational supervision, which will, God willing, contribute in the refinement of professional growth for educational supervisor, and face a lot of problems facing the educational supervision. The importance of the study can be summarized as follows: The professionalization of educational supervision contributes, God willing, in stimulating effective educational supervisors to make their full potential and their best effort to exploit their abilities in their supervisory duty, thus decline in performance would mean leaving the field as survival for the fittest. The professionalization of educational supervision contributes, God willing, in motivating the qualified to join the work of educational supervision. The results of this research, God willing, will help enriching the field of professionalizing educational supervision. This paper contributes, God willing, to provide a clear vision for the officials of the Ministry of Education in the Kingdom of Saudi Arabia, a vision that can be applied and utilized in the field of educational supervision March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 107

4 5. Definition of Terms 5.1 Professionalization of educational supervision: The researcher procedurally identifies it as "a systematic process designed to make the educational supervision subject to the controls and the foundations of the profession, through the development of specific standards for educational supervision include criteria for selecting educational supervisor, standards for granting educational supervisor a profession practicing license and regulations renewing the license for educational supervisor to continue practicing his profession." 5.2 Educational Supervision The researcher procedurally identifies educational supervision as a "human-advice technical process" aims at developing of appropriate climate for teachers growth and developing them professionally in order to upgrade the level of education, through the use of appropriate educational methods and taking advantage of developments in this area." 5.3 Educational Supervisor The researcher procedurally identifies the term as a "university-qualified person who has a specific expertise in teaching and who are in charge of supervising teachers, helping them, follow their performance, evaluating them and working on developing them professionally for the better." 5.4 Standard The researcher procedurally identifies the standard as a "specific degree of supervisory performance upon which can, the performance of the educational supervisors, be evaluated in order to referee the quality of their performance and the extent of approaching for the perfect performance." Educational Supervision Practice License: according to the researcher, it is procedurally, "a patent entitles educators who hold it practicing educational supervision in his specialty, as he is being granted it in accordance of specific criteria and that it is renewed after a period of time, according to other criteria." 6. The extent of the need for educational supervision Of the basic features of any profession, is to be a respond to social needs, as social needs do support the profession and uphold its position, as result for this profession being meet some of the society needs. The more the absence of a profession leaves vacuum that cannot be filled but through it, the more the profession become strong and of a strong position. The profession of Medicine, for example is correlated to the health needs of the community, as well as the profession of engineering is being correlated to the needs of urban and civil community. This leads us to review the extent of the need for educational supervision. The practitioners of any field are in need to whom can guide, help and supervise them in order to develop their performance and increase the level of service they provide. Asadi and Ibrahim (2007) See, "that the teacher who we are preparing for the teaching profession needs, like other people, to whom can he guided and supervised by, in order to achieve the goals of schools. Teacher works for man, and with him. Teacher works with different wills, multiple tendencies, varying capabilities, and advanced and changeable life, and variable, so he is in dire need rather than other to oversee and help. "P March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 108

5 The process of teaching and learning is a very complex and overlapping process of contact with human beings who live in a fast-changing society, and this confirms educational process actual need for the of educational supervision. (Al Naji , p. 16) Pfeiffer & Dunlap (2001 m) confirm that "the existence of the educational supervisors is essential to help teachers improve their performance, and to raise their motivation to professional growth, and the implementation of the development of the school curriculum, these services completely contribute to improve student learning and gain the confidence of citizens in the school," p. 2. Educational supervision, as many researchers and specialists have confirmed, has become an important element in the development of teacher and curriculum, and thus is reflected on the student as the ultimate goal for schools, as Modern educational supervision has many advantages.ayesh (2008, p. 29) has stated that educational supervision has become a science of private philosophy, disciplines, rules, methods and practice, and is no longer depends on personal discretion. Therefore we can say that the need for educational supervision as longer as there are schools, for reasons including : Teacher's need for help and evaluation. Diversity, and variation of teachers' needs require the existence of educational supervision to meet these needs. The preparation period may not be enough for teacher to have a complete knowledge of the scientific aspect, and that requires the presence of educational supervision to complete teacher's shortages. Teacher must be aware of the educational developments and Educational Supervision is a link for this. Among the duties of educational supervision is conducting training courses, necessary for teachers, which are the most important element for professional growth. Among the duties of educational supervision is transferring the outstanding expertise between teachers. What preceded was the answer to the first question. 7. Teacher in the school of the future and the role of the educational supervisor: 7.1 Teacher's characteristics in School of the Future: With the information explosion and technological progress the traditional role of the teacher is no longer feasible. Modern school is in urgent need to a teacher with characteristics consistent with the requirements of the age. Mustafa (2005, p. 68) has summed up the characteristics of the teacher, in the school of the future as follows: The teacher who plans to use technological media that serve the curriculum, and enrich lessons in the classroom,the decision-maker teacher, expert teacher in terms of searching for information methods, and thus trains students on those methods, the teacher who can train students to self-learning, a teacher who has gumption and tendency to experimentation and innovation, a teacher who can invest creative thinking skill of students, a teacher who can diversify curricular and extra-curricular activity, a teacher who understands the issues of his society, and who is also characterized with social interaction with various segments of society. It could be argued that these characteristics require outstanding preparation for teacher, upon standards commensurate with the requirements of the age, and it is also require constant, professionally growth, in light of an active educational system that 9-10 March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 109

6 supports workers in the field of education in terms of professional growth and preserves their rights, supervised by professional educational supervisors. 7.2 Educational Supervisor and the role required with the teacher in the school of the future We reviewed the characteristics of the teacher in the school of the future, and the preparation, professional growth he should have in accordance with the reality of education. Such a teacher needs to an educational supervisor how can fill his needs, this supervisor shall be characterized with new and distinct professional capabilities, cited by the Ministry of Education (1429, p ) in accordance with its vision regarding educational supervision in the era of knowledge. This vision can be summarized as follows: Modern strategic planning, total quality management, developing learning environments, modern educational supervision models (such as the participatory, the evolutionary, and the structural), participatory and alternative evaluation, e-learning, teaching models and strategies, leadership and communication. So, attention must be paid to determine the criteria of the educational supervisor whom we want and the standards of his continuation. Ayesh (2008, pp ) have pointed to a range of features and characteristics that must exist in the supervisor of the future, including: The leading supervisor who has a prospective vision, and high morality, a supervisor who is a good example in appearance, the trained supervisor who provides constant training opportunities, and professional development for all teachers and school staff, the influential and innovative supervisor who believes that the future management aims at development rather than running, the supervisor who can develop himself through acquiring new skills in the vocational or the technical field, the judge supervisor of who can deal with the problems facing inside or outside the school, and practice the role of a referee in terms of tracking the educational phenomena and who has an insight enables him to predict problems and prevent them. And this would have been the answer to the second question in this research. 8. Educational supervision as a profession: Considering, educational supervision as a profession has great but possible requirements, the most of which is available, and some of it require some effort. literature of professional work has pointed to the requirements of the profession, which will be compare, here, to those of educational supervision as follows: Practices shall depend on theoretical knowledge, and it is worth mentioning that the theoretical knowledge which takes consideration of practical practice in the field of educational supervision is widely available, as educational supervision do have its own philosophy and rules. Society recognition that this work provides a vital service, and there is no doubt that reality does confirm this. The interest of nations in education and everything related to it, proves the importance of this as a social service. If the teacher has direct relation with the student and his parents; the educational supervisor who supports and develops the teacher March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 110

7 The private skills of the profession, as education is no longer the profession of those who have no profession, as in the past. Today no one can practice education except the graduates of educational faculties, as the skills that are supposed to be exercised by teachers or educational supervisors have become exclusive to them only, and this gives the profession its own privacy. Educational supervision has its own skills and practices which characterize educational supervisors to others. Developing a code of ethics, as every profession has its own code of ethics such as that of Medicine, education have recently headed towards that in many countries of the world. Such a code will make teacher and educational supervisor members of an educated group of virtue. Reiman & Sprinthall (1998) have been suggested The following list, which in their opinion is a code of ethics for supervisors: 1. Deal with colleagues and those you supervise as individuals of dignity and aptitude. 2. Keep secrets and peculiarities of those you supervise. 3. Avoid duplication of relations with them. 4. Talk with them about the purpose of supervision and the expected results. 5. Before watching, review with colleagues the end results of watching. 6. Face colleagues with trends and patterns of behavior which have ethical implications. 7. Observe and scrub professional capacities when needed. (Attari et al., 2005, p. S ), here in the Kingdom of Saudi Arabia there have been issued a code of ethics for education (Ministry of Education 1427). Al-Obedaat and Abu Assameed noted that (2007 AH, p. 107) the Saudi Ministry of Education, encouraged educational supervisors and has already called for the workshop of professional supervision to develop some code of ethics for educational supervision (Jiddah, 1427) The existence of an organization, group or association looks after the affairs of the profession, and this is not one of the difficult things, as it is important to follow-up the practitioners of the profession and save their rights. Hartsing (1969) thinks that "The educational supervisors are interested in the problem of professionalization in order to improve the quality of their services, and this requires identification of roles and functions, development of selection and appointment procedures, as well as the establishment of preparatory programs for the preparation of educational supervisor based on research and specialized knowledge with the condition of being in a college or university in cooperation with the sectors of schools and giving a credit certificate. "P. 78 Therefore, we find that the teaching profession in the developed world, is to be practiced only by those who hold a profession practicing license according to certain criteria, the most notable of which is the specialized professional preparation. For example, in the United States the applicable licensing manual in Massachusetts offers a full explanation of the law of the licensing as well as its rules, conditions and controls. The conclusion of this law, according to the Al-Kandari and Abdul Sattar (2001, p. 36), is a set of points, including: 9-10 March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 111

8 The license includes all workers in the field of education of teachers, school principals and educational supervisors. The success of the procedures of licensing implementation depends primarily on the educators themselves. The aim of developing the manual is to help prepare educators to know the rules and conditions help to consolidate and strengthen the education system on the basis of respecting and encouraging professional growth and educational responsibility as bases for professionalizing education. license to practice the profession of education is the basis for the appointment at work. The license is applicable for a period of five years from the date of issuance and every educator should seek to renew it on time. the manual also includes questions and answers about the license. There are other manuals in other states include all workers in the field of education, including educational supervisors such as the applicable license in Delaware. On the Arabian Gulf level there are growing calls for professionalizing education in general, including the educational supervision. The study of the overall development of education in the Gulf Cooperation Council (2002) has stated that the Supreme Council emphasized, at the sixth session, on the need to consider education as a profession like any other profession requires professionalism and the presence of criteria and conditions for exercising the profession, proceeding in it, and evaluating its basic conditions and controls appropriate for its behaviors and ethics. It should be noted that teacher is in the order of priorities as teachers are vast majority of the total human resources in the education system, and most of the human resources are originally teachers who are assigned with supervisory and administrative duties. It is, perhaps, appropriate in this context to mention some of the necessary requirements for this approach, which is a vital pivot in the desired educational development process, as follows: The concept of professionalization shall not be limited to the teacher, but must include all educational leaders of educational supervisors and managers, teachers, educational counselors, and other occupants of the educational functions. Reconsidering in the economic status, and giving appropriate social status to teachers educational supervisors and other occupants of the educational functions, and provide facilities and incentives that attract highly qualified people. Adopting the licensing system for the practicing of teaching profession as regards teachers, educational supervisors and others after a specified period of time, through tests, criteria and indicators related to the professional growth of the occupants of the educational functions. To adopt the concept of the holistic integrative principle in teacher preparation, educational supervisor and other educational leaders programs. take into account the strategic dimension in the rehabilitation of teaching staff, and considering it a basic professional criteria for occupants of the educational functions. Reconsidering the duties, functions, programs, structures and institutions of teacher preparation and faculties of education in line with the concept of the future in terms 9-10 March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 112

9 of teachers, school principals, educational supervisors in accordance with perceptions of school of the future. 8.1 Preparing educational supervisor as a practitioner: The educational supervisor is an influential education leader in the educational process, this requires that who is assigned with the duty of educational supervision to be prepared well. In this context, Hill (2004, p. 22) stresses that professionalization has emerged as an integral part of the discussions about leadership, that the distribution of ideal leadership depends on a high degree efficiency. Daresh (1998) has developed a three dimensions vision for preparing and rehabilitating educational supervisors before practicing his duty as follows: The first dimension: academic preparation, through providing a certain number of university courses which contain the skills relevant to the effective performance. Academic preparation is perceived as a scientific method, helps sober intellectual development of the future supervisor, to deal with field practice challenges and to gain knowledge bases of the scientific specialization. The second dimension: a practical preparation. Improving the training of the future leaders for the field of education, should be based on scientific practices and field experiences. The third dimension: Self-configuration: Self-configuration is one of the most important dimensions of supervisors preparation programs, and it is contains four major elements as follows: Guidance: The counselor can contribute in helping educational supervisor how to perform his role. Contemplative thinking: Developing the skills relevant to personal responses that lead the educational supervisor to a good supervisory performance. Contemplative thinking includes writing diaries, and take notes. Developing, a personal plan: Developing a personal plan that includes the philosophy of educational supervisor and his values regarding sensitive educational topics can help him to identify ideas he shall politely and intelligently hold in order to achieve the desired goals. Procedural Planning: This element includes all the ideas and insights gained by the educational supervisor from each of the academic preparation, field training, the counselor, contemplative thinking and the development of personal plan. (Al-Babtain 1425 H, p ). If we to evaluate the reality of the preparation of the educational supervisor according to the approach of Daresh, we will find that our educational supervisor, after being chosen as an educational supervisor does exercise his supervisory role directly depending on his preparation as a teacher, and his experience in the field of teaching, even though there is a course for educational supervision is held in the faculties of education in Saudi universities 9-10 March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 113

10 which permits the attendance of educational supervisor but does not oblige them. Also, the educational supervisor may have been practicing educational supervision for years before joining the course, and has become absorbed with routine practices that may weaken the impact of the session on his performance, so we can say that the educational supervisor being not subject to academic preparation before the practicing educational supervision; this weakens the process of supervision considerably. 8.2 Standards of professionalizing Educational Supervision: The educational supervisor can't be described as a practitioner, unless he is useful and familiar with the all-new in the field of education. The educational supervisor can't be as this unless being selected according to specific criteria and being prepared in a way suits the educational field and providing the means for his professional growth and being bound to this according to specific criteria. According to Abdel-Jawad (1992, p ) the standards of professionalizing education are summarized in five dimensions: Choice for profession: to select the best persons. Preparation for the profession: by providing those persons with the necessary information and skills. profession Practicing: After obtaining a permission from a concerned professional authority. Standards of supervision and professional guidance and the use of objective methods of performance evaluation away from personal bias. The standards of training during service. According to Obiedat and Abu Al-Sameed (2007, p. 116), educational supervisor must have the abilities of constructing a team, modern teaching strategies, being familiar with communication technologies and being able to deal with the problems of education; the following conditions shall be taken into consideration: - Practicing of these previous skills in a professional manner and in accordance with ethical rules. - Practicing of new skills, such as professional conduct or professional work, the skill of driving change, and the skill of helping teachers to professional growth.. Karolyn Snyder (1998) has developed a number of criteria regarding the educational supervisor as a practitioner and regarding educational supervision itself in this era of complexities and accelerated variables; these criteria are: Of the educational supervisor (educational leader), to be owing certain visions and a fertile imagination to meet the future variables. The use of strategic planning: The comprehensive plan to accomplish the vision of the working group is formed in the light of the needs of the beneficiary groups, and these new 9-10 March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 114

11 visions for the future require an ongoing assessment of the needs of the target group, through the application of quality management system. Use of systematic thinking in work performance. Developing certain data base: bases and systems of information have been developed to provide data, information and trends for cases of change and about the different needs of the beneficiaries, and to provide all data necessary for the team to work, in order to make the required modifications to the plan. Human resource development: the comprehensive development system enhances the capabilities of team members in terms of forecasting and responding to emerging requirements. The teamwork cares about developing the individuals and the educational institution as well, in order to enhance performance. Developing training programs will contribute to increase the efficiency of individuals and their ability to meet requirements new career, and raise the degree of success and the level of job satisfaction. The teamwork focuses on improving the health status of members, and to provide security, ensure, job satisfaction. Providing quality services: The services include the processes, procedures and programs designed to achieve the visions of the teamwork, and reflects needs and expectations of the consumer. The level of services provided can be measured in the light of the purposes of the vision, its objectives and its impact on the consumer group. Seeking for consumer satisfaction: Information about the consumer should be gathered from several sources, and the teamwork should respond to emerging needs and other challenges and must commit the oneself with continuous improvement. (Al-Babtain e, p ). The professionalization of educational supervision means that educational supervision should turn to a profession. There is no doubt that The professionalization of educational supervision will help developing the performance of educational supervisor, his professional growth and self-pride. educational supervision professionalization means also that the supervisor is to be given a license to practice; this will give the profession special importance. Pilanthananad (2007, p. S58-59) has identified certain standards for professionalization, on whom they should apply would be given an educational supervision practicing license. These standards are of four pivots: (a) Cognitive criteria, including: Minimum qualifications; a Master of Education or its equivalent and an accredited course from the Teachers Council. (b) Standards of professional experience, including: experience in teaching for a period of not less than ten years, experience in educational institutions management, provided that the total experience being not less than ten years, and experience in the field of work he will supervise March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 115

12 1- performance standards include: carrying out the academic activities for the development of educational supervision. 2- behavioral standards: These standards focus on the educational supervisor's commitment to the morals of the community and professional ethics. Al-Babtain (1425, p. 261) pointed out that poor preparation and poor professional rehabilitation of the educational supervisor have led to the failure of most attempts of change and innovation in the field of education, which theorists and high officials of the educational system call for, even though the preparation of the educational supervisor and the development of his abilities is actually an investment for the future education, and its advancement. Al-Saud (2002, p. 142) explains that the constraints educational supervision include absence of professional identity which means non-recognition of educational supervise a profession like other professions, and also absence of the frame of reference, as result to the absence of professional identity, and this means that there is no clear identification of the work. After his study of the educational literature in the field of professionalization the researcher has come to say that it educational supervision professionalization through our reality, according to the following: (a) Determining certain criteria for the selection of educational supervisor, i.e. developing criteria for the selection of educational supervisor provided that this criteria being in accordance with the reality, the future of teacher's needs, and the school of the future, taking into account the personal, professional, technical aspects and driving change. (b) Determining certain criteria for granting the educational supervision license, i.e. the educational supervisor is not sufficient for exercise their educational supervision, but must pass a set of standards, most notably the stage of academic preparation in the field of educational supervision so that gives then the educational supervisor practice of educational supervision license. (c) Determining certain standards for license renewal every (4) years, provided that these standards take into account the need for professional growth of the supervisor and his advancement in the field, according to educational developments, which means that these standards will not accept supervisor of declining performance, supervisor stalled on the his position who exercises supervision educational in a stereotypical way, but the supervisor who advances forward in his field. (d) Adopt incentives for the educational supervisor to which are the standards of professionalization apply. Of the moral incentives in the field of educational supervision there is for example the educational supervision practicing license which distinguishes him from others as a profession, as well as given a job title professional on behalf of (educational supervisor) as well as participation in decision-making through a clear mandate, functions and clear, with the provision of administrative services of appropriate and computers, offices to the telephone line, and also honor the moral through Thanksgiving certificates and improve the working environment both humane treatment or provide opportunities for self-realization of during the fields of educational work March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 116

13 In the field of educational supervision, as we discuss these incentives know that the Ministry of Education is not able to be adopted, for the participation of other ministries in it, and multiple procedures regular, adoption of these incentives requires coordination with the Ministry of Finance to see how the possibility that what will it add the financial burden (albeit justified), as well as the Ministry of Civil Service to adopt the name of the educational supervisor as an instance name functional where Job Title educational Musharraf is still in front of the Ministry of civil Service "teacher" as well as the support of the Ministry of civil Service (or the Civil Service Board) of the Ministry of Education to the Ministry of Finance in the field of material incentives after the completion of the statutory procedures in such cases. It is well known that unless the integration between these proposals and statutory procedures will not see the light stimulus. The application of apprenticeship standards in the field of educational supervision in the absence of appropriate incentives, would not be a positive impact, but will exacerbate the phenomenon of abstention from supervisory work which emerged, many of the educational supervisors believe that the oversight work added by the great burdens, without distinction of any kind to them from other colleagues who have not be assigned to oversee the education, so we can say that apprenticeship educational supervision will not succeed unless accompanied by incentives for Educational Musharraf commensurate with the technical and functional assigned burdens and make the profession of educational supervision attractive profession renewed. And thus may have been the answer to the third question in this research. Recommendations The researcher recommends the following: 1. The need to develop educational supervisor to oversee the profession by the exercise, according to specific criteria enables him to carry the practice of the profession of educational supervision license. 2. attention to the development of standards for the continuation of the educational supervisor in the profession of educational supervision which can renew his license to practice. 3. Put a clear list of the powers and functions assigned to the educational administrator and incentives they deserve. References 1) Asadi, SaeedJassim and Ibrahim, Marwan Abdul Majeed (2007 m). Educational supervision, Oman, the House of Culture for publication and distribution, edition 1. 2) Al-Babtain, Abdul Aziz bin Abdul Wahab (1425). New trends in educational supervision, Riyadh, edition 1. 3) Comprehensive development of education in the states of the Gulf Cooperation Council (2002),A study on the trends included in the decision of the Supreme Council session 23 Doha, December ) Altodri, Awad Hussein (2006) Electronic School and Modern Roles for Teacher, Riyadh, Al-Rushd Library, 2nd edition March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 117

14 5) Al-Habib, Fahad Ibrahim (1427) Educational Guidance and Supervision in the Arab Gulf States, Riyadh, Bureau of Education for the Gulf States. 1. 6)Al Rawaili, Saud Jubaib (1424). Educational Supervisor Practice of his duties as regards developing the professional growth of teachers of mathematics in the middle stage, in the Northern Border region, unpublished Master Thesis, Faculty of Education, Umm Al Qura University, Makkah. 6) AlSaud, Rateb (2002) Educational Supervision modern trends, Oman, Tariq University Services Center, the first edition. 7) Salioo, Suha (2005 m) Educational Supervision and discipline, Oman, Al SafaHouse for publication and distribution, ed. 1. 8) Arif, Sami (2007 m) Basics of the job description, Oman, Al-Zahran house for publication and distribution, ed. 1. 9) Ayesh, Ahmed Jamil (2008 m) applications in educational supervision, Oman, Dar march for publication and distribution, i 1. 10) Abdul Jawad, Noordin Mohammad (1992) apprenticeship education standards, the Arabian Gulf message, effective educational supervision, Riyadh majority library, i 1. 11) Abdul Hamid, Rashid Hiari, Mahmoud (1984) Ethics, Oman, Dar thought for publication and distribution, p ) slaves, and Abu Thuqan semolina, Suhaila (2007 m). Modern strategies in educational supervision, Oman, Dar thought, i 1. 13) Attari, Arif and Aasan, valid and Mahmoud, Nariman (2005 m). Educational supervision theoretical models and practical applications, Kuwait, the farmer library, i 1. 14) Pfeffer, Isabel and Dunlap, Jane (2001 m) on the educational supervision of teachers, a guide to improve teaching, translation Mohammad EidDirani, Oman, University of Jordan. 15) Al-Kandari, Jassem Youssef Farag, Hani Abdul Sattar (2001 m). License to practice the profession of teaching future vision for the development of the Arab teacher, educational magazine, Kuwait University, pp ) Mohammed, the share (1996 m) standards and methods of selection of country school principals, Journal of Educational Research Center, No. IX, p Qatar ) Mustafa, Fahim (2005) and the School of the Future areas of distance education, the Arab Thought Dar, Cairo. I 1 18) Almoghaida, Hassan bin Mohammed (1997 m) constraints educational supervision as perceived by supervisors and supervisors in Al-Ahsa province of educational, research and educational center magazine, Qatar, the Educational Research Centre, University of Qatar, in July, the sixth year. 19) Arab Bureau of Education for the Gulf States (1985) educational supervision for the Arab States of the Gulf and the reality and development, Riyadh, a printing press Bureau of Education for the Gulf States. 20) Muwaizri, Sulaiman Abdullah (1422) The role of the educational supervisor in the development of teaching skills from the perspective of social studies teachers in middle school, unpublished Master Thesis, Faculty of Education, King Saud University, Riyadh. 21) Al-Naji, Mohammed bin Abdullah (2005) Learn how effective your style educational leadership as a supervisor, the first edition. 22) Ministry of Education (1429). Educational Supervision in the era of knowledge, agency Ministry of Education, the General Directorate for Educational supervision March 2015, Kuala Lumpur, MALAYSIA. Organized by WorldConferences.net 118