Goldhammer Supervision

7/26/2019 Goldhammer Supervision

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TYPES OF SUPERVISIONTYPES OF SUPERVISION(detail xm)(detail xm)


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INPUT PROCESS OUTPUT

Teaching &Learning

Process

SupervisionQ Teaching

Q Learning

Q Communication

Q HR


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It refers to any set of activities planned to improve the

teaching and learning process. It fundamentally involves

a cycle of systematic planning, observation, diagnosis,

change, and renewed planning.

(Hoy & Forsyth, 1!"#

So, What is the purpose of Supervision?


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$o wor% cooperatively with teachers toimprove instruction

$o help teachers solve immediate instructional

problems$o engage teachers in the study of the processes of

teaching and learning.Improvement of instruction which is long term

and a continuous process.


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School Supervision

Supervision and evaluation of teaching shouldlook for answers to the following questions:

'hat is actually going on in this classroom

'hat is the teacher and what are the studentsactually doing 'hat are the actual learning outcomes 'hat ought to be going on in this classroom

given our overall goals, educational platform,%nowledge of how children learn, andunderstandings of the structure of the sub)ectmatter to be taught


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'hat do these events and activities of teaching

and learning mean to teachers, students, andothers

'hat are the personal meanings that students

accumulate regardless of teacher intents

How do teacher and principal interpretations

of teaching reality differ

'hat actions should be ta%en to bring abouteven greater understanding of teaching and

learning and better congruence between our

actions and beliefs


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Defnitions o sue!"ision

*upervision as an act of administration

*upervision as an act of curriculum wor%

*upervision as an instructional function

*upervision as an act of human relations

*upervision as management

*upervision as a generic leadership role


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Special areas of supervisory competence

1. *upervisors +re evelopers of -eople.

..schools are learning environment designed tohelp children grow.

. *upervisors +re /urriculum evelopers

..0real0 curriculum is what is eperienced bystudents at the classroom level.

2. *upervisors +re Instructional *pecialists.

3to improve learning opportunities for students.(research, communication, teaching#


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Supervisory competence

4. *upervisors +re Human 5elations 'or%ers.

*ensitive to the needs of various clients(diplomacy#

6. *upervisors +re *taff evelopers. *taff development programs improving

performance by teachers

". *upervisors +re +dministrators. ..able to manage information and establish

effective record %eeping in instructional areas.


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Supervisory Competence cont!"

7. *upervisors +re 8anager of /hange.

...perceive as managers of meaningful change

held accountable

!. *upervisors +re 9valuators.

3assessing teachers performance, program

outcomes, tets and materials, analy:ing

testing results3


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Clinical supervision

Collegial supervisionSelf#"irecte" supervision$nformal supervision

$n%uiry#ase" supervision


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linical Supervision (History)

;ate 16$he /ycles of *upervision?

=oldhammer refined it to a less comple method of

five stages %nown as>*e@uence of *upervision'


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It refers to the study of classroom behaviour in asystematic manner, in an atmosphere of colleagueship andmutual respect.(Hoy & Frosyth, 1!"#

$he professional development of teachers, with theemphasis on improving teachers0 classroom performance.(+cheson & =all, 1A1#

It refers to face to face contact with teachers with the intentof improving instruction & increasing professionalgrowth. (*ergiovanni & *tarratt,


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+ very effective strategy for bringing aboutimprovements in teaching.(=oldhammer, +nderson &

Bra)ews%i,12#

It is a formative evaluation /linical supervision is both a concept and a

structure. + nontraditional approach


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( characteristics of Clinical Supervision as a concept

)*ol"hammer, +n"erson an" ra-e.s/i ,0((12

1. It is a technologyfor improving instruction.

. It is a "elierate interventioninto the instructional process.

2. It is goal oriente", combining school needs with personal growth

needs of those who wor% within the school.

4. It assumes a professional .or/ing relationshipbetween teachers

and supervisors.

6. It re@uires a high "egree of mutual trust, as reflected in

understanding, support and commitment to growth.


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".It creates a pro"uctive )healthy2 tensionfor ri"ging

the gapbetween the real an" the i"eal

7. It is systematic although it re@uires a fleible and

continuously changing methodology.

!. It assumes that the supervisor /no.s a great "eal

about the analysis of instruction & learning & also

about productive human interaction.

. It re@uires both pre#service training(supervisors # &

continuous in#service reflection on effective

approaches.


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TH3 C4CL3 56 S7P3R8$S$59

6ive Se%uential Steps

)*ol"hammer, 0(:(2

1. Pre-conferencing with teacher

2. Observation of Classroom

3. Analyzing & Interreting observation& !etermining conference aroach

". Post-conference with teacher

#. Criti$%e of stes 1 -"


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Step 0# Pre conferencing .ith teacher

);efore actual oservation2

The purpose is to estalish the gui"elines & proce"ures for

The activities that .ill follo.

supervisor sits with teacher & determinesA

reason & purpose for the observation

focus of observation

method & form of observation

the time for observation

$ime for post conferencing


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te 2-Observation

It is based on the pre conferencing

Cbserver may use one observationDcombinations of

observations

8ethods categorical fre@uencies, performance indicators,

visual diagramming , focused @uestionnaire, audio

taping, video taping etc


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Cbserver only notes down descriptions not

interpretations

*upervisor observes & collects data about

$ & ; episode

Information collected is codified in systematic

way


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Step 1


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-uts information in a format that can be easily

interpreted & understood.

8a%es decision on interpersonal approach in post

conference with teacher (directive control, directive

informational, collaborative & nondirective approaches#

It assists the supervisor & teacher in Ethin%ing

analytically about what was observed & coming to an

understanding of the issues, @uestions & principles thatare involved.


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te #- Criti$%e of tes 1-"

It has a symbolic and functional value.

It indicates that the supervisor is involved in an

improvement effort in the same way as the

supervisee (teacher#

It allows forreviewing whether format & procedures were

satisfactory

revisions if needed before se@uence is repeated changes to be suggested


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Feedbac% from teacher enables supervisor to

decide on what practices to continue, revise, or

change when wor%ing with the teacher in future

/onclusion

+fter the 6 steps are complete a tangible plan offuture action is in the hands of the teacher.

*upervisor is prepared to review the plan in the

net pre conference and establish focus and

method of observation.


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$t refers to a mo"erately formali=e" process y .hich

t.o or more teachers agree to .or/ together for their

o.n professional gro.th, usually y oserving eachother!s classroom, giving each other fee"ac/ aout

the oservations, an" "iscussing share" professional

concerns

)*latthorn, cite" in Sergiovanni & Starratt,>>2


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*latthorn "escries @ "ifferent forms

Collegial Supervision might ta/eA

1.-rofessional dialogue among teachers guided discussion &

focus on teaching as a process of thin%ing. -urpose to enhance

reflective practice.

./urriculum dev.how to operationali:e eisting curriculum, adapt

the curriculum and enrich curriculum by inventing & develop

materials.

2.-eer *upervision observation of each other0s teaching followed by analysis & discussion


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4. -eer /oaching collaborative dev. & practice of

new teaching methods & s%ills in wor%shops &

actual teaching conditions

6.+ction research study problems faced & dev. offeasible solutions that results in changes in one0s

teaching practice.


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1.$eachers have a voice in deciding their teammembers.

. -rincipals however have the final responsibility for

the ma%e up of the team.

2.$he structure of supervision should be formal

enough to allow records to be %ept (time used# and

these should be sent to the principal annually.

*7$B3L$93S # C5LL3*$+L S7P3R8$S$59


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4.$he principal should provide necessary resources &

support for teams to function during school hours.

6.Information generated regarding $&; should be

confidential within team members & not shared with

principal.

".-rincipal should not see% evaluation data from one

teacher about the other.

7.9ach teacher should %eep a professional growth log

which shows reflection and professional growth as a

result of the activities.


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!.$he principal should meet the team at least once a

year for purposes of general assessment & sharingimpressions & information about the process.

.$he principal should meet the individual teacher at

once a year to discuss professional growth log &

provide encouragement & assistance.

1


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In selfdirected supervision, teachers work alone by

assuming responsibility for their own professional

development

It includes teachers developing a yearly plan with

targets & goals derived from assessment of their

own needs.

$his plan is shared with a supervisor who ensuresthe plan & targets are realistic and attainable.


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+t the end of the year teacher & supervisor meet to

discuss the teacher0s progress in meeting development

targets.

$eacher is epected to provide time logs, reflective

practice diaries, schedules, tapes , samples of students0

wor% and other documentation that illustrate progress

towards targets.

$he end of the meeting would lead to the setting of new

targets for future selfdirected supervision .


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CL$9$C+L S7P3R8$S$59

eveloped by 5obert =oldhammer (1"#, 8orris/ogan (172#A

E$he rationale and practice is designed to improve the

teacher0s classroom performance. It ta%es its principal

data from events of the classroom. $he analysis of

these data and the relationships between teacher and

supervisor form the basis of the program, procedures,

and strategies designed to improve the students0learning by improving the teacher0s classroom

behavior.0


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Clinical Supervision

Gery effective strategy for bringing aboutimprovements in teaching (=arman, 1!

=oldhammer, +nderson & Bra)ews%i, 12#.

It focus is on building teacher motivation andcommitment.

-roviding for Eonline0 staff development for

teachers. Help teachers to modify eisting patterns of

teaching in the ways that ma%e sense to them.


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Clinical Supervision

=oldhammer0s (1"# fivestep clinicalsupervision processA

-reobservation /onference.

Cbservation of teaching

+nalysis and strategy

*upervision conference

-ostconference analysis


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The Basic 5-stages Clinical Supervision

Sequencesuggested by Goldhammer (1969)

*tage 1-reobservation /onference

*tage /lassroom Cbservation *tage 2ata +nalysis and *trategy

*tage 4/onference

*tage 6-ostconference +nalysis


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Stage 0Pre#5servation Conference

-urposeto establish guidelines and proceduresfor the activities that will follow.

TeacherDs Tas/A

$o mentally rehearse and orally describe theupcoming lesson, including the purpose and thecontent, what the teacher will do, and whatstudents are epected to do and learn.

It provides the mental and proceduralframewor% for conducting classroomobservations and implementing the rest of the

cycle.


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Pre#oservation Conference )contE2

It serves toa# confirm and nurture the relationship between

supervisor and teacher

b# provide an opportunity for the teacher to presenthis or her lesson plan in its most polished version

c# give the teacher the opportunity to mentallyrehearse the lesson

d# give the teacher the opportunity to revise thelesson

e# secure agreement on the reasons for theobservation and protocol to be followed.


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Stage 2Classroom bser!atio"

TeacherDs Tas/A

$o teach the lesson as well as possible.

Clinical SupervisorDs Tas/A $o record events occurring during the lesson

as accurately as possible.

$he supervisor observes in the classroom andcollects data about the teachinglearningepisode.


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ata about classroom activities form the basisfor future planning, coaching, supervision

Information collected is codified in a

systematic way Cther data collection procedures audio

taping and videotaping.


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Stage 3Data Analysis and Strategy

-urposeA $o ma%e sense of the data collectedand to put the information in some format thatcan be easily interpreted and understood.

TeacherDs Tas/A $o help ma%e sense of the data (if directly involved in

this stage#.

Clinical SupervisorDs Tas/A $o ma%e some sense of the raw data and to develop a

plan for the conference.


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Q C


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Questions to Consider#

'hat patterns and critical incidents are evident

in the data 'hat is the relationship between these events

and student learning

'ere any unanticipated or unintendedoutcomes evident

'hat will the teacher do differently for the

net class meeting (e.g., new ob)ectives,methods, content, materials, teacher behaviors,

student activities, or assessments#


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Stage @Post#Conference +nalysis

TeacherDs Tas/A $o provide honest feedbac% to the clinical

supervisor about how well the clinicalsupervision cycle went.

Clinical SupervisorDs Tas/A

$o critically eamine his or her own performanceduring the clinical supervision cycle.


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$he information collected during the

observation along with the analysis ispresented to the teacher for review, discussion,

and recommendations.

It provides the supervisor and the teacher with

the opportunity to review the behavior that

were initially agreed upon

It gives the supervisor the opportunity to

discuss with the teacher possible solutions and

techni@ues of self supervision.


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*upervisory techni@ues, assumptions,

emotional variables, and goals are analy:ed $he supervisor reflects on his or her behavior

to determine if the best agreement with the

teacher was developed and if the teacher washelped.

Helps the supervisor find an answer to the

@uestion, EHow effective was I?


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Questions to Consider#

=enerally, how well did the clinicalsupervision cycle go

'hat wor%ed well

'hat did not wor% well If you could do it again, what would you do

differently

'hat will you do differently during the netclinical supervision cycle


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Clinical Supervision# Common Themes

For clinical supervision to be effectiveA $eachers and supervisors develop a collegial

relationship characteri:ed by trust, respect, and

reciprocity. $eachers control which aspects of their

teaching learning process will be focused on

$eacher retain control over decisions thatimpact their teaching practices


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$he clinical supervision process continues

over an etended period

*upervisors provide teachers with non

)udgmental observational data that focus on

interactions of interest to the teacher

Koth teachers and supervisors engage in

reflective practice.

(Lolan, Haw%es & Francis , 12#


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+"vantages of School Supervision

Su%er!isio" is a mea"s o* improving the

quality of teaching and learning

- teachers ca" be e!aluated *or %romotio"- im%ro!e sta** %er*orma"ce through

de!elo%me"t o* i"di!idual accou"tability

- a %ositi!e relatio"shi% ca" de!elo% hich ca"

%ro!ide a to ay %rocess o* *eedbac. a"d

discussio"


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*upervisors help teachers improve and

"evelop s/illsin using instructionalstrategiesA

provide teachers with ob)ectives

feedbac% on the current state of theirinstruction

support teachers by providing time and

opportunity to reflect and discuss issues provide teachers with staff developmentcourses to enhance their s%ills


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$nstructional prolemscan be diagnosed and

solved

by understanding teachers0 strengths and

wea%nesses.

through teamwor% and team spirit

with a harmonious and supportive

relationship


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*uccessful matching of optionsto teachers

Commitmentof teachers and supervisors helpteachers develop a positive attitude about

continuous professional development

$eachers0 choice of pe"agogy suitable to typeof students

/ollaborative team .or/


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Bisa"vantages of School Supervision

*upervision can be e@uated with evaluation itma%es people nervousDstress.

$his is due to the historical role of the supervisor seen as an >inspector?, not a helper.

$eachers may view supervision as evaluationrather than improving relationship.

It can be seen as fulfilling the need of thesupervisor, not the teachers.


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$he unpleasantnesscan reduce the amount of

interaction between them when increasedinteraction is what is needed.

*ome supervisors may display unprofessionalattitude teachers can be critici:ed in front ofthe class or other supervisors.

*ometimes, teachers are not consulted whenother people are invited to observe them.


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*upervisors may not have enough relevant

eGperienceof parenting support wor% toprovide effective supervision.

Lew supervisors rarely have ade@uate trainingto supervise D observe D evaluate other people due to time and budget constraints.

$he organi:ational structure of the school maynot support effective supervision.


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$ime, wor% pressures, anieties and organi:ationalconstraintscan limit both the effectiveness andefficiency of supervision.

It rarely include pre and post observation.

=oing through the process from time to time canma%e it too routini:ed and rituali:ed.

It can be burdensome and tiresome for both teachersand supervisors.


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$hrough facetoface interaction, thesupervisor and the teacher may find that their

"iffering orientation styles, personalities andworldview may clash during the observation.

*ome supervisors may withhold negativefeedbac% from teachers.

$his is because some feedbac% may be harderto give than others personality orprofessional issues.


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$here can be a lac% of priority of professional

activities among teachers.

$eachers who have a strong interest in

maintaining the status %uomay re)ect a process

that will lead to change in the form of growth

and improvement.

$eachers who view change as personal loss may

view supervision as a threat.


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/linical supervision may be suitable for someteachers in certain school contets but not for

others.

$eacher needs, dispositions, learning stylesand .or/ styles varyamong teachers.

$hese concerns must be ta%en intoconsideration and eamination if supervisionis to be effective and beneficial.


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Goldhammer Supervision

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