A Co-Development Supervision: Process that Promotes Instructional Innovation in Extra-Large Schools under the Secondary Educational Service Area Office Bangkok 2

Abstract

This academic article aims to examine the roles, characteristics, and processes of
co-development supervision as a mechanism for promoting instructional innovation in extra-large schools. The study is based on a synthesis of concepts, theories, and related research from both national and international sources, with an analytical focus on the relationship between supervision practices and the systemic context of extra-large schools under the Secondary Educational Service Area Office Bangkok 2. These schools are characterized by hierarchical administrative structures, multiple divisions and subject departments, and complex organizational responsibilities. School administrators are required to manage policy decision-making, quality assurance, and coordination with multiple external agencies, which poses significant challenges to internal communication and the effective translation of policy from the administrative level to classroom practice. Moreover, high expectations from parents and local communities—particularly regarding teachers’ instructional capacity and student learning quality—further intensify the need for a robust internal supervision system.
The synthesis reveals that co-development supervision is a collaborative supervision process grounded in partnership between supervisors and teachers. It employs coaching techniques, questioning strategies, reflective practices, and evidence-based learning to support continuous teacher professional development. This process encourages teachers to design and implement instructional innovations that respond to the learning needs of students in the 21st century. The co-development supervision process comprises four key stages: (1) co-planning, (2) co-designing instructional innovations, (3) co-observation of classroom practices, and (4) co-reflection and feedback. These stages contribute to the sustainable enhancement of teacher quality and student learning outcomes in extra-large school contexts.