Internal Supervision for Marginalized Schools through Diverse Educational Innovations

Abstract

This article aims to present effective internal supervision models for marginal schools, particularly within the context of border and remote schools in Kanchanaburi Province, which are typically small in size, located in geographically isolated areas, face resource shortages, and serve students from marginalized communities who require special care and life skills development. Educational supervision is regarded as a crucial support system for enhancing teachers’ competencies, enabling them to implement Active Learning approaches that allow learners to develop their full potential in accordance with the National Education Act. The article proposes three innovative internal supervision models as practical guidelines for administrators and supervisors: the SPIRE Model, which consists of five steps-planning, providing knowledge and building understanding, implementation, reinforcement and encouragement, and evaluation; the PAORE Model, which includes planning, assistance, observation, reflection, and evaluation; and classroom-based supervision, which emphasizes collaboration between administrators and teachers, the use of authentic classroom data as a foundation, and continuous professional development. For supervision in marginal schools to be successful, administrators must act as “supportive leaders” who foster a friendly atmosphere and respect cultural diversity, while teachers must be “lifelong learners” who are open to feedback and willing to improve their instructional practices, ultimately contributing to equitable and sustainable improvement in the quality of education for learners in marginalized areas.