This document outlines a clinical supervision model for teacher candidates. It involves the teacher candidate teaching a lesson while being observed, data being collected on teaching and student behavior, and a post-teaching conference. The roles of the university supervisor, teacher candidate, and cooperating teacher are also defined. It stresses the importance of reflection for teacher candidates to improve, including reflecting on lessons, goals, and using tools like journaling or video analysis.

2. Clinical Supervision Model
Modeling
Teacher Candidate teaches lesson
Data collected on teacher and pupil behavior
Post-teaching conference

3. Roles of Triad
University Supervisor
Person who supervises the teaching candidate
Acts like a mentor for the TC
Teacher Candidate
Being professional in the school
Participates in school life
Needs to be a role model to students
Cooperating teacher
The leader of the classroom that the TC is placed in
Provides feedback to the TC after each lesson
Should have contact with the University Supervisor through out the
process

4. Reflection
What the TC should do
Think about the lesson and what went well and what you could
improve on
Reflect back to other lessons you have done and how those
worked
Ask yourself questions about the lesson
Reflect back to your goals you set for the lesson
Why do this?
Helps you understand why certain lessons worked and helps
you with future lessons
Helps you grow as a teacher and helps the students progress if
you are progressing

5. Reflection Model
Looking back-using what?
Post-teaching reflective analysis
Journal writing
Video-taping
Using data
Critical incident analysis
Reflective writing
Action research
Professional portfolio

6. Reflection Tools
Reflection
What did you think of the task?
What did the tasks force the student teacher to do?
Is it good to reflect on the lesson right after the lesson, a while
after, or a week after?
Technology Tools
Heart monitors
Video-taping
Fit-bits

7. Questions?????