The document discusses different approaches to supervision in schools, with clinical supervision seen as the best option. Clinical supervision aims to improve education quality through a student-centered approach. It involves formative evaluation and improving teacher classroom performance based on objective observation of classroom events. While clinical supervision is most efficient, it is time-consuming and Caribbean schools face challenges in fully implementing its objective, multi-step process due to other administrative responsibilities and potential biases. Instructional leadership by the principal is also discussed as important for promoting student learning through defining school purpose, setting goals, providing resources, supervising teachers, and building collaboration.

1. According to Tanner and Tanner (1987:170-206), there are different approaches to supervision, clinical supervision is the best option since it involves the improvement of the quality of education and is a quot;
people-centered approach”. According to Sergiovanni and Starrat (1988:305) the focus of clinical supervision ought to be on formative evaluation. One of the pioneers of clinical supervision, namely Cogan (1973:9), elaborates on clinical supervision when he defines it as: quot;
... the rationale and practice designed to improve the teacher's classroom performance. It takes its principal data from the events of the classroom. The analysis of these data and the relationship between teacher and supervisor form the basis of the program, procedures and strategies designed to improve the students' learning by improving the teacher's classroom behavior.<br />It comprises of blended elements of quot;
objectivequot;
and quot;
scientificquot;
classroom observation with aspects of collegial coaching, rational planning, and a flexible, inquiry-based concern with student learning. I do believe that supervision in Caribbean schools can never be totally objective since all the steps of the clinical supervision process is not always possible. Originally there were five steps involved namely: (1) a pre-observation conference between supervisor and teacher concerning elements of the lesson to be observed; (2) classroom observation; (3) a supervisor's analysis of notes from the observation, and planning for the post-observation conference ;(4) a post-observation conference between supervisor and teacher; and (5) a supervisor's analysis of the post-observation conference. Many practitioners reduced these five stages to three and thereby focused their attention on the pre-observation conference, the observation, and the post-observation conference. Even though the clinical supervision method is most efficient it is quite time consuming and labour intensive for a supervisor to honestly go through the various phases. on a regular basis. In addition to their supervisory duties come other administrative responsibilities. Therefore supervision is never totally objective in Caribbean schools there is always some bias for one teacher against the other. One example being one teacher favoured against the other as she provides gossip for the Principal while the other is treated with utter disgust. That principal even refused to recommend the teacher for teacher training. The matter had to be taken up with the School Supervisor 1. So, in terms of objectivity we have a long way to go in the Caribbean.<br />Instructional leadership encompasses quot;
those actions that a principal takes, or delegates to others, to promote growth in student learningquot;
(Debevoise, 1984, pp. 14-20) and comprises the following tasks: defining the purpose of schooling; setting school-wide goals; providing the resources needed for learning to occur; supervising and evaluating teachers; coordinating staff development programmes; and creating collegial relationships with and among teachers. (Wildy & Dimmock, 1993, p. 44). The term instructional leader clearly describes the primary role of the principal in the quest for excellence in education. According to Richardson et al. (1989), he or she must lead toward educational achievement, must be a person who makes instructional quality the top priority of the school, and must be able to bring that vision to realization.<br /> Supervision of Instruction - The History of Supervision, Roles and Responsibilities of Supervisors, Issues Trends and Controversies - Teachers, School, Students, Learning, Curriculum, and Teaching - StateUniversity http://education.stateuniversity.com/pages/2472/Supervision-Instruction.html#ixzz1ZPBemKfZ<br />