Clinical Supervision

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This is about educational supervision in schools and academic institutions as conducted by supervisors, principals,et. al. based on Goldhammer.

(There are hyperlinks here so some slides will not have any titles. Just refer to slide 4 for each step)

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Clinical Supervision

  1. 1. SUPERVISORY CONFERENCE
  2. 2.  Started by Morris Cogan and Robert Goldhammer. Clinical Supervision is a five-step process (based onGoldhammer) designed to improve teaching performance.
  3. 3. SUPERVISORY CONFERENCE
  4. 4. Cogan (1973) Goldhammer (1969) Acheson and Gall (1987)1. Establishing the Teacher-Supervision Relationship2. Planning with the Teacher 1.Pre-Observation Conference 1. Planning Conference3. Planning the Strategy ofObservation4. Observing Instruction 2. Observation 2. Observation5. Analyzing the Teaching- 3. Analysis and StrategyLearning Process6. Planning the Strategy of theConference 4. Supervision Conference 3. Feedback Conference7. The Conference 5. Post-Observation Conference8. Renewed Planning Analysis
  5. 5. SUPERVISORY CONFERENCE
  6. 6.  Stage 1—Pre-observation Conference Stage 2—Classroom Observation Stage 3—Data Analysis and Strategy Stage 4— Post-Observation Conference (Supervisory Conference) Stage 5—Postconference Analysis
  7. 7.  To mentally rehearse and orally describe the upcoming lesson, including the purpose and the content, what the teacher will do, and what students are expected to do and learn.
  8. 8.  To learn about and understand what the teacher has in mind for the lesson to be taught by asking probing and clarifying questions.
  9. 9.  What type of data will be recorded (e.g., teacher questions, student behaviors, movement patterns)? How will data be recorded (e.g., video or audio recording, verbatim transcript, anecdotal notes, checklist)? Who will do what in the subsequent stages?
  10. 10.  To teach the lesson as well as possible.
  11. 11.  To record events occurring during the lesson as accurately as possible.
  12. 12.  To help make sense of the data (if directly involved in this stage).
  13. 13.  To make some sense of the raw data and to develop a plan for the conference.
  14. 14.  What patterns are evident in the data? Are any critical incidents or turning points obvious? What strengths did the teacher exhibit? Were any techniques especially successful? Are there any concerns about the lesson?
  15. 15.  Which patterns, events, and concerns are most important to address? Which patterns, events, and concerns can be addressed in the time available? How will the conference begin? How will the conference end?
  16. 16.  To critically examine his or her own teaching with an open mind and to tentatively plan for the next lesson.
  17. 17.  To help clarify and build upon the teachers understanding of the behaviors and events that occurred in the classroom.
  18. 18.  What patterns and critical incidents are evident in the data? What is the relationship between these events and student learning? Were any unanticipated or unintended outcomes evident? What will the teacher do differently for the next class meeting?
  19. 19.  To provide honest feedback to the clinical supervisor about how well the clinical supervision cycle went.
  20. 20.  To critically examine his or her own performance during the clinical supervision cycle.
  21. 21.  Generally, how well did the clinical supervision cycle go? What worked well? What did not work well? If you could do it again, what would you do differently? What will you do differently during the next clinical supervision cycle?
  22. 22. SUPERVISORY CONFERENCE
  23. 23.  1. Recall the purpose of the conference. 2. Review all the records pertinent to this conference. 3. Develop tentative hypotheses by anticipating probable conclusions and recommendations.
  24. 24.  4. Note possible courses of action. 5. Review and assemble additional professional materials that will be of assistance to the teacher. 6. Assemble instructional materials which the teacher may use and evaluate.
  25. 25.  7. Check with the custodian to learn if the room is ready. 8. Remind all participants of the conference time and place. 9. Plan to provide simple refreshments.
  26. 26.  Time and Place Location
  27. 27. SUPERVISORY CONFERENCE
  28. 28.  1. Remember to be understanding. 2. Be sincere and friendly. 3. Use all of the time necessary. 4. Start the conference with a positive approach.
  29. 29.  5. If criticisms are necessary, criticize methods rather than the teacher. 6. Help the teacher by leading the way. 7. Accept and start with the teacher’s problems as he sees them. 8. Discuss possible solutions. 9. Consider the possibility of this as being an “off” day.
  30. 30.  10. Do not be afraid to suggest. 11. Do not bluff. 12. Summarize together the ideas brought out during the conference. 13. Close the conference on a friendly note with praise or commendation.
  31. 31. PLEASENo Difficult Questions, we are all in this together!! (Haha)

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