This document outlines a clinical supervision model used for teacher candidates that includes modeling a lesson, collecting data on teaching and student behavior, and a post-teaching conference. It also discusses the roles of students, teacher candidates, and supervisors. Additionally, it emphasizes the importance of reflection for teachers and preservice teachers, and presents a reflection model of looking back on an action with awareness to create alternatives and trials. Finally, it lists journal writing, video taping, and data as tools for reflection.

1. Jennifer Asel
Reflection Presentation

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

3. Roles of Different Actors
• Students
• Teacher Candidate
• Supervisor

4. Reflection
• Reflection is the ability to think about why and what one does is vital to
intelligent practice, practice that is reflective rather then routine.
• Why?
• Teachers should be able to reflect o their actions and practices. Reflection has become a
part of the language of teacher educations.
• Surbeck, Han, and Moyer (1991), for example, found that keeping a joumal had positive
effects on preservice teachers' reflectivity. The investigators concluded that joumals
assist "prospective teachers in becoming better thinkers who probe deeper into both
professional literature and their own teaching/leaming ideas and actions"

5. Reflection Model
A: Action
L: Looking Back- Using What?
A: Awareness: of what?
C: create Alternatives
T: Trial

6. Reflection Tools
• Journal Writing
• Video Taping
• Data

7. Any Questions?

8. Citations
• Reflection: Tsangaridou and O’Sullivan: 1993