In conducting clinical supervision, some steps should be undergone. These are the pre-observation conference and post-observation conference. It should be observed by the supervisor and supervisee to achieve effective supervision.
4. Focus the Conferences
Explain effective behavior
Identify ineffective lesson segments
Expand a teacher’s repertoire by focusing on alternative
teaching strategies the teacher might have used
Develop alternative procedures for ineffective strategies
Promote and expand the growth of excellent teachers
Conferences can
5. Pre-observation Questions
1. How can I be help to you?
2.What specifically do you wish me to look for?
3.What specifically do you wish me to know?
4.Is there a particular student you would like me to watch?
5.What are your objectives and expectations for the
lesson?
6.How long would you like me to observe?
7.When can we get together after the lesson?
7. TIPS for the Assessor
Notify the teacher in a tactful, nonthreatening manner
Review information from the assessment process prior to
the conference
Identify and review key points from the interviews and
observations that will be discussed during the conference
Schedule the conference at a convenient time and set a
time limit
Organize all forms and materials prior to the conference
8. Creating a Positive Atmosphere
Don’t let the desk be a barricade - arrange two chairs
together in front of the desk or sit at a table
Begin the conversation in a friendly and informal manner
– thank the teacher for participating
Be goal oriented and accomplish the identified task -
remembering time can slip away
Don’t press too hard if the new teacher is terribly
resistant or threatened – change is stressful
Should the teacher become overly emotional -
reschedule the conference
9. Post Conference Questions
1. How do you think the lesson went?
2.Can you recall what the students were doing that
made you feel this way?
3.What do you remember about what you did or the
strategies you used?
4.How does this compare with what you expected
would happen?
5.Would you like me to share what I observed?
10. Five ways to display active listening
1. Paraphrase feelings accurately – make a statement
labeling the feeling heard in the statement
2.Paraphrase content accurately – repeat the content of
what is heard in own words
3.Used door openers – “Tell me more…”; “Sounds
interesting”
4.Use acknowledgement responses – “Mm-mm”; “Yes”;
“Right”; “Certainly”
5.Use non-verbal – Look at the person; nod head; lean
forward
11. Teacher begins crying
Let the teacher cry; then try to reassure
Offer a tissue; remain silent for a while; use a soothing tone of
voice
In extreme cases, stop the conference and reschedule for
another time
Try to change the subject; find something in common or
something positive to discuss
Don’t be overly sympathetic; do try to complete the conference
12. Teacher is angry
Smile and give positive response
Ask, “Is there anything you would like to discuss before we begin?”
State, “Remember, we are here to work together”
Be confident; maintain good eye contact
Put some distance between you and the teacher
Don’t argue
Don’t allow the teacher to be abusive
Ignore offensive language
Remain CALM
13. Teacher shows confusion
Ask – “Would you like for me to clarify
something?”
Rephrase the statement
Ask – “What is the nature of your confusion?”
State – “I’ll help if I can, or if I don’t know, I’ll find
the answer
14. Teacher is frustrated
Try to minimize stress by talking informally for a brief time
Take a short break, if possible
Explain that perfection is not expected
Emphasize strengths
Try to identify the cause of frustration
Be supportive
Try to make a positive statement
15. Teacher receives suggestions, but
becomes defensive
Use another term for “need” such as “area to strength, “ area for
refinement” or “area for improvement”
Prepare the teacher during orientation to expect suggestions
Emphasize that everyone can improve
State – “This is on area I noticed that you might want to work on”
Ask – “Could you add something to this suggestion?”
Encourage the teacher to express his feelings
16. Be an Empathetic Listener
Demonstrate an open, accepting attitude through body
language and furniture placement
Give the teacher complete attention during the
conference on the teacher’s words and body language
Limit remarks – let the teacher do most of the talking
Listen and look for feelings
Help the teacher stay on the subject
17. Be an Empathetic Listener
Don’t think ahead planning an answer – think about what the
person is saying
Don’t attempt to analyze the teacher
Don’t judge or categorize the teacher or form a biased
opinion
“Don’t tell a teacher “not to feel that way” – that is beside the
point – the fact is the teacher does feel that way
Don’t complete sentences for the teacher
19. 1. Effective supervision
is about engaging teachers in reflective
thinking and discussion
based on insightful and useful
observation, not on evaluation
20. 2. Supervision…
Enhances teachers’ thought & commitment
to instructional improvement
Relies on the use of observation instrument
to provide teachers with information about
their classrooms.
21. 3. Observation is two-step process:
1. To describe what has occurred.
2. To interpret what it means.
22. 4. Too often, we jump into what has been
termed the interpretation trap.
We jump to conclusions about a particular
behavior before describing that behavior.
When we interpret first, not only do we lose
description of that event but also we create
communication difficulties that might result in
teacher resistance.
23. 5. The precise observation tool or technique should be
chosen collaboratively between teacher and supervisor
However, in most cases, the teacher ultimately
should determine the instrument to be used.
24. 6. Observing the classroom is not necessarily an
objective process. Personal bias should be
acknowledged and discussed
Although two or more individuals may agree on what has
occurred (during the description stage), they might interpret
its meaning differently
Personal experience, beliefs, and prejudices can lead to
misinterpretation
Awareness of the possibility of personal bias is the first step
toward interpreting classroom behavior effectively and as
objectively possible.
25. 7. Observing takes skill and practice
Quite often, we interpret as we observe. If these
tools of observation are to be effective, then you
must practice separating interpretation from
description.
26. 8. Be aware of the limitation of
observation
No observer can see or notice all interactions.
Attempts to do so lead only to frustration and
confusion.
Start observations in a limited setting with a
small group and observe one specific
behavior. E.g. quality of teacher questions
27. 9. Disclosure is an essential element for
successful observation
Prior to entering the classroom, the observer
should discuss arrangements with the teacher:
- where to sit in the classroom,
- how to introduce the observer to students,
and so on.
28. 10. Don’t draw conclusions based on
one observation
Teachers have “bad” days and lessons
sometimes don’t work.
Students, too, may have “bad” days
Multiple observations with different foci are
necessary.