This document discusses three types of teacher supervision: clinical supervision, peer supervision, and intensive guided supervision. Clinical supervision involves observing teachers, providing feedback, and developing improvement plans. It follows a five step process to improve teaching. Peer supervision allows teachers to observe and provide feedback to each other. Intensive guided supervision is used when a teacher's competency is in question and includes developing a plan with timelines and supports to improve or potentially lead to termination.

1. EDUC 204 ( Instructional Management )
* Clinical Supervision
* Peer Supervision
* Intensive Guided Supervision
Prepared by:
Aliviano, Florievee L.
Taraya, Wendell

2. Clinical Supervision

3. Clinical Supervision
• involves being available, looking over the
shoulder of the trainee, teaching on the job with
developmental conversations, regular feedback
and the provision of a rapid response to issues as
they arise.
• is a five-step process designed to improve
teaching performance. The desired primary
purpose of this approach is to develop skilled
teachers.

4. Robert Goldhammer’s model for clinical supervision
includes five stages:
1. Pre-observation conference- gather information related to the
teacher’s lesson plan, procedures, and assessments.
2. Observation- observe the lesson outlined in the pre-observation
conference and to gather data and information that may be used to
advance knowledge, skills, and dispositions of the teacher.
3. Data analysis- the supervisor complies, sorts, and organizes the data
collected into a usable format.
4. Post-observation conference (supervisory conference)-
examining what occurred during the lesson, targeting areas for
improvement or enrichment, and developing an action plan for
continuous improvement performance.
5. Post-conference analysis- the supervisor determines whether or
not the teacher understands and agrees with the follow-up and
improvement targets.

5. Effective clinical supervision should provide an
opportunity for teachers to:
• examine, share, and express their educational
philosophies;
• receive objective comments and guidance on their
teaching;
• explore the relationship between their predicted and
actual performance during the instructional process;
• target areas for improvement, monitor progress, and
examine changes in their beliefs and practices.

6. *The Clinical Model shall be used when a Teacher is new
to the division, new to the profession, or new to the
school (if needed).
*A staff member can request clinical evaluation.
*The supervision/evaluation shall be based on the
elements of good teaching and professional responsibility.

7. A Principal/supervisor shall prepare the Clinical Model Report.
A. Be based on the observation of at least three instructional lessons (periods).
B. Contain the following:
1. a record of lessons, dates, pre and post conferences.
2. a description of the elements of good teaching and professional
responsibility observed, and
3. recommendations based on the observations.
C. Be reviewed with the teacher
D. Be signed and dated by the principal
E. Be signed and dated by the teacher as having read and received a copy, and
F. Be placed in the teacher's personnel file at the division office.

8. NOTE:
A Teacher may comment in writing, within 5
teaching days of receiving the
report. Comments shall be submitted to the
principal/supervisor who shall
forward them to the division office to be
filed with the report

9. Peer
Supervision

10. Peer Supervision
• refers to reciprocal arrangements in which peers
work together for mutual benefit where developmental
feedback is emphasized and self directed learning
and evaluation is encouraged. (Benshoff, J.M. 1992)
• is a two-way supervision relationship between peers
who have a similar level of qualification and
experience.
• as a structured system for observing and conferring
with teachers to help them improve instructional
practices and teach more effectively"
(Cogan, 1973; Acheson & Gall, 1981).

11. Importance and usefulness
• Provides opportunities for shared reflection and
learning.
• Draws on the wisdom and skills of many.
• Enables the opportunity for greater understanding of
what others are doing.
• Enables team building.

12. Intensive Guided
Supervision

13. Intensive Guided Supervision Model
which shall be used when a teacher's
competency is in question or deemed
unsatisfactory by the Superintendent

14. A. When a Teacher’s competency is in
question or deemed unsatisfactory
by the Superintendent a plan for
Intensive Guided Supervision is
required. The Superintendent shall
meet with the Teacher to:

15. 1. Clarify procedures and expectations for all
concerned; these shall include the elements of good
teaching and the elements of professional
responsibility.
2. outline supports available,
3. indicate that the onus rests with the teacher for
satisfactory teaching performance, as determined by
the principal/supervisor and Superintendent to occur
in those areas designated for Intensive Guided
Supervision within an established timeline,
4. establish meeting dates to review progress, and
5. clarify possible consequences of the evaluation

16. B. The Superintendent shall write a
summary of the meeting and
provide copies to all participants.
Summaries shall emphasize
expectations, timelines, and
possible outcomes.

17. C. Within ten (10) teaching days of
receiving the Superintendent's
summary of the meeting, the
principal/supervisor in consultation
with the teacher shall develop a
PLAN for Intensive Guided
Supervision.

18. The plan shall include the following:
a) a clear description of the areas requiring
improvement.
b) a description of resources available within and
outside the division to assist the teacher to improve
teaching performance.
c) the timeline for satisfactory improvement to occur
d) the meeting dates to review progress
e) an outline of the evaluation process and timelines
f) The final report shall be placed in the teacher's
personnel file at the division office.
g) At the conclusion of the timeline established , the
Superintendent shall determine the outcome of the
Intensive Guided Supervision.

19. Possible outcomes are as follows:
a) recognition that the plan to achieve
satisfactory teaching was successfully
completed;
b) a recommendation to the Board of Trustees for
termination of the teacher's contract.

20. Thank
you!