CLINICAL SUPERVISION

PresenterShereen Khan

August 17th , 2010

A school based activity that engages teachers in

meaningful, non-judgmental and on-going instructional dialogue for the purpose of improving

teaching and learning.

CLINICAL SUPERVISION

It is goal oriented, focusing on a problem solving approach involving identifying, collecting and interpreting information in order to improve teaching and learning.

It engages the supervisor and teacher in personal growth through colleagueship and collaboration.

It is time consuming and may require several cycles in order to get results.

Characteristics- focus,feeling, time

Teaching is a complex set of activities that requires careful analysis

Teachers are responsible and competent professionals who desire help if it is offered in a collegial way

Both the teacher and the supervisor have clear ideas about what is meant by ideal or effective teaching.

ASSUMPTIONS

There is a professional working relationship between teacher and supervisor based on mutual trust.

Readiness on the part of teachers- ◦ They must be aware of the goals, procedures and

assumptions. ◦ There must be a climate for success

The supervisor must possess three kinds of skills: human, managerial and technical.

CONDITIONS FOR SUCCESS

Ability to work with people and

motivate them so that they will desire good performance

Ability to predict outcomes and

make decisions and that would impact positively on the

goals of the institution

Specialised knowledge of the teaching/learning process, subject

matter competence and current trends

in pedagogy.

Human Managerial Technical

To diagnose and solve instructional problems.

To help teachers develop a positive attitude about continuous Professional Development.

To help teachers develop skills in using Instructional Strategies.

To provide teachers with objective feedback on the current state of their instruction.

GOALS OF CLINICAL SUPERVISION

Its focus is on ◦Improving the teacher’s instructional performance rather than the teacher’s personal problems.

◦Actual observable events of teaching rather than curriculum support or curriculum relevance.

Limitations of Clinical Supervision

Clinical Supervision

Effective Teaching

Student Learning

School Improvement

Impact of Clinical Supervision

THE THREE STAGES OF CLINICAL SUPERVISION

1• Pre-Observation

Conference

2 • Observation

3 • Post-Observation Conference

What can you deduce from the body language?

STAGE IPRE-OBSERVATION CONFERENCE – Building Trust

• Arrange a time and venue for the conference.

• Identify the teacher's concerns about instruction.

Step 1• Translate the teacher’s concerns

into observable behaviour.• Discuss plausible solutions and

summarise alternativesStep 2

• Identify procedures for improving instruction-agree on a plan

• Assist the teacher in setting self-improvement goals

Step 3

Pre-Conference Steps-Goal Setting

• Arrange a mutually convenient time for the observation.Step 4

• Select an observation instrument and behaviours to be recordedStep 5

• Clarify the instructional context in which the data will be recordedStep 6

The Planning Conference -

Identify the specific student behaviours desired-students raising their hands when they wish to speak and being silent when another child is speaking

Identify the instructional procedures-teaching children the instructional rules and rewarding them for appropriate behaviour

Identify a strategy for learning the instructional procedures-practice in the classroom and attend a workshop

Role Play- Summary

APPROACHES TO CONFERENCING

•Controlled by the supervisor•Works well with teachers who are at a low stage of development

Directive

•Negotiated between supervisor and teacher•Works well with teachers who are at the middle stage of development

Non-directive

•Controlled by the teacher•Works well with teachers who are at the higher developmental stage

Collaborative

THE THREE STAGES OF CLINICAL SUPERVISION

1• Pre-Observation

Conference

2 • Observation

3 • Post-Observation Conference

End of Session 1

STAGE 2: OBSERVATION

Purpose

to capture the realities of the lesson objectively enough to enable the supervisor and teacher to reconstruct the lesson as validly as possible in order to analyse it.

Questioning: types, distribution, clarity,levels Handling Responses Set Induction and Closure Classroom Management Teacher Movement in the class Communication Amount of teacher talk and student talk Non-verbal behaviour Explaining Giving Instructions Use of resources

Observable Behaviour

Observation Techniques

•Behaviour Frequency•Rating Scale•Time Sampling•Verbatim Recording•Classroom Mapping•Anthropological

THE THREE STAGES OF CLINICAL SUPERVISION

1• Pre-Observation

Conference

2 • Observation

3 • Post-Observation Conference

Preparing for the post Conference Be sensitive to the teachers feelings – refer

to the behaviour, not the person. Choose a non-threatening opener. Data should be persuasive, yet value-free. Do not admonish the teacher. Ask questions like “what would you like to

change? or “what changes would students want?” rather than “how do you feel the lesson went?”

STAGE 3: Post-Observation Conference

The Supervisor willa. Present data to teacher in

an objective form.

b. Allow the teacher to analyse what was happening during the lesson.

c. Elicit the teacher's interpretation, inferences, opinions and feelings.

d. Decide on alternative approaches.

e. Provide opportunities for practice and comparison.

Role of Department Heads

Set Goals

MONITORING FRAMEWORKTeaching

Behaviours

Pre-Operational

• Planning • Resources

• Subject-matter • Competence

OperationalPost-

Operational

•Assessment•Feedback

Clinical Supervi

sion

Support and

Monitoring

Client Satisfaction

End of Presentation

Client Satisfaction