CLINICAL SUPERVISION

A vehicle for developing professional, responsible teachers who were capable of analyzing their own performance

open to change andassistance from othersself-directing.

Cogan insists that the proper domain of clinical supervision is

“ the classroom behavior of the teacher, not the teacher as a person.“

In order to bring about the desired change in classroom behavior, it is necessary that the teacher observes:

1. the behavior to be changed:2. the desired change; and3. the professional satisfaction

that will be derived from doing so.

1. It is a technology for improving instruction.

2. It is a goal-oriented, combining the needs of the school with personal growth needs of those who work within the school

3. It is a deliberate intervention in the instructional process.

4. It assumes a professional working relationship between teacher and supervisor.

5. It requires a high degree of mutual trust as reflected in understanding, support, and commitment to growth.

6. It is a systematic, although it requires a flexible and continuously changing methodology.

7. It creates a productive tension for bridging the gap between the real and ideal.

8. It assumes that the supervision knows a great deal about the analysis of instruction and learning , and productive human interaction.

9. It requires both pre-service training (for supervision) especially in observation techniques, and continuously in service reflection on effective approaches.

VALUES CLINICAL SUPERVISION

TRADITIONAL SUPERVISION

Aim To help improve instruction

Evaluation instruction

Basis Classroom data Observer’s rating

Focus Limited specific concerns

Broad general concerns

Frequency Based on need Based on policy

Philosophy Promotes independence

Promotes dependence

Process Cyclic Linear

Responsibility

Shared between teacher and observer

Supervisor’s responsibility

In theory and practice, clinical supervision is a continuous series of cycles in which the supervisor assists the teacher in developing better and more successful instructional strategies.

1. Establishing the clinical relationship by explaining the purpose and the sequence of clinical supervision.

2. Planning the lesson, either independently by the teacher or jointly with the teacher.

3. Discussion of the lesson plan.4. Observation of the lesson and

recording of appropriate data.

5. Collaborative analysis of the teaching-learning process especially “critical incidents and pattern analysis.”

6. Making conclusions by the teacher about his/her behavior and the students’ behaviors and learning.

7. Collaborative decision-making on changes sought in the teacher’s behavior, and creating a plan for implementing the changes.

8. Making arrangements for the next pre-observation conference.

1. Collaborative planning2. Classroom observation3. Analysis and feedback

1. Collaborative planning2. Classroom observation and

analysis3. Feedback4. Collaborative reflection

1. Pre-observation conference2. Classroom observation3. Data analysis and strategy4. Post-observation conference5. Post-conference analysis