The University of the West IndiesFaculty of Humanities and EducationSchool of Education, St. Augustine (2009-2010)Diploma in Education

Clinical Supervision Proposal Vera Dookie-Ramlal Supervisor Mr. R. Hackett

Introduction3History of Emergence of Clinical Supervision as a professional development strategy3Purpose of Clinical Supervision5School Context (Status of Teaching, Learning and Assessment, Areas of weaknesses and opportunities)6Extent of the need for Clinical Supervision in my department / school16The teacher selected17Rationale for Identification and selection of teacher as participant in clinical supervision exercises17Profile of teacher (Academic and professional qualifications, Experience, Commitment, Personality, Age, Gender etc.)18Other relevant issue19Methodology19Description of the clinical supervision procedure for development of the teacher (stages)19Areas of instructional pedagogy to be used to be developed by teacher (detailed list)25Rationale for selecting each pedagogical area (with supporting evidence from the literature)25Expected outcomes/ objectives for each selected area27Clear descriptions of how these areas were selected28Resources and strategies to be employed29Rationale for keeping journal and Clear description of how you will employ your journal to capture the outcomes, challenges, insights and successes of the Clinical Supervision Exercise30Proposals of how the clinical exercises may be continued / instituted at my school31Conclusion32Brief summary of what is proposed, highlighting objectives and expected outcomes32

Introduction History of Emergence of Clinical Supervision as a professional development strategy

According to Jeffrey Glanz the field of supervision has been a practical one, concerned more with administrative and supervisory strategies for school operations than with analysis and introspection. Glanz also argued that supervision as a field of study has little by way of history.

In examining the history of supervision, Sergiovanni and Starratt, in their recently revised textbook on supervision, retitled Supervision: A Redefinition, assert that numerous changes and understandings about schooling, teaching, and leadership, among other factors, necessitate a redefinition of supervisory practice and theory. This redefinition includes the disconnection of supervision from hierarchical roles and a focus on community as the primary metaphor for schooling. Through the word community the authors of this comprehensive, up-to-date, and widely acknowledged text on supervision denote the fact that responsibility for supervision has widened to include not only supervisors, but teachers, mentors, consultants, and other school and district-based personnel. Still, Sergiovanni and Starratt maintain that the supervisor's role remains important but is understood differently.

Generally, though writers on the topic agree that the emphasis has shifted from evaluating teachers to promoting teacher development and building professional community among teachers (Sergiovanni et. al., 1998). Indeed, the role of principals and other supervisors as instructional leaders has given way to supervisors as developers and leaders of leaders. This changing role has not diminished the reality that supervision continues to emerge as a key role and function in the operations of schools. However, it is still debatable whether this new supervision will result in increased regulation and control of teachers and teaching or whether it will lead to greater professionalism and improved teaching and learning in the school system.

Indeed, historical research reveals that supervision routines, beliefs and practices began emerging as soon as therapists, and not just teachers, wished to train others (Leddick & Bernard, 1980). The focus of early training, however, was on the efficacy of a particular theory for example, behavioral, psychodynamic or client centered therapy. As supervision became more focused three types of models emerged namely developmental, integrated and orientation specific.

Developmental models focus on new areas of growth in a life learning process. Integrated models, on the other hand, emphasize interventions geared towards the needs of the supervisee instead of the supervisors own preferences and styles. The orientation specific supervision model conversely, adopts a psychoanalytic approach to supervision and takes into account empathy, genuineness and unconditional positive regard (Leddick & Bernard, 1980).

All in all, the models of supervision point to a safe supervisory relationship, task directed structure, methods addressing a variety of learning styles, analyzing and elaboration of pertinent issue. As individuals, Leddick (1980) believes ones personal model of supervision will grow, change and transform as one gains experience and insight. Purpose of Clinical Supervision

The main purpose of clinical supervision is the construction of individualized learning plans for supervisees working with clients (Leddick, George R., 1994). Furthermore, supervision is concerned primarily with improving instruction rather than summative evaluation (Glickman, Carl. D., 1989). At the core of this instruction is ultimately the achievement of student learning but accompanying that is also a commitment to an understanding of student learning (Hackett, 2009). When one talks about, clinical supervision there are other adjoining issues which include curriculum development and design, awareness of students learning styles and effective learning at the three main domains. Clinal supervision also ensures effective assessment procedures whether this evaluation is traditional such as tests or authentic such as practical exercises or field work and portfolios (Doolittle, 1994).

Clinical supervision is also grounded in benefits which are of a more macro nature. Among these are higher levels of professionalism, the need to link teaching to the aims of education, and national developmental goals specifically Vision 2020 which distinctly talks about developing innovative people (Vision 2020 Draft National Strategic Plan, p 16, 2005).

With respect to the issue of professionalism, instructional supervisors should reinforce strengths demonstrated by the teacher as well as address any areas of weaknesses. The key focus remains the growth and development of the teacher as propounded by the developmental model of supervision (Leddick, 1994).

In summary, therefore, clinical supervision includes: objective feedback on the current state of a teachers instruction, diagnosis and solution of instructional problems, provision of assistance to the supervisee on the skilful use of instructional strategies and the development of a positive attitude about continuous professional development (Hackett, Raymond. S, 2006).

School Context (Status of Teaching, Learning and Assessment, Areas of weaknesses and opportunities)

The key issues of concern here are teacher training, classroom effectiveness, assessment strategies and technology integration. At present, based on survey data collected by the researcher, approximately 50% of the teachers possess teaching training certification. However, whether this is reflective of ones effectiveness in the classroom is an area that requires further research and investigation.

Based on observation and focused discussions, one can conclude that approximately 30% of the teachers recognize the need to adapt their teaching and learning approaches to cater for the students needs and ability levels. It seems as though another third of the teachers are present in the classroom but very little teaching / learning takes place. The remaining teachers are either very examination oriented and capitalize on the philosophy that academic success is a true indicator that effective teaching / learning is occurring in the classroom.

Another critical area, which is that of assessment, can be viewed from two main angles. Firstly, assessment may be of a summative nature, primarily at the final examination level and including coursework assignments namely the School Based Assessment and termly / monthly examinations. The second main perspective is that of formative assessment which comprises in-class testing during and at the end of the lesson.

Based on the CXC examination results, the data shows that just about 30% of the students graduate with a full certificate, with a school population of 1100 students, this amounts to just about 300-400 students. This statistic whilst being reflective of the overall national pass rate, is not a true indication of the performance of some schools in the nation, where pass rates may scale to as high as 99% and as low as 30% or even lower. This therefore means that there is ample room for improvement in examination results at the school.

At the formative level of assessment, it was widely agreed by academic staff that this strategy is practiced by an average of 50% of the teaching staff. The reasons for the absence of greater utilization of ongoing testing, may be grounded in deeper school problems such as the size of some classes as well as the varying ability levels which sometimes poses difficulties for teachers in utilizing comprehensive formative assessment tools.

There are quite a number of areas where weaknesses and opportunities present themselves within the school. In terms of weaknesses or problematic areas the following were discovered as highlighted in the table below.

Figure 1.1Problems at BSCS

CORE PROBLEMSSYMTOMATIC PROBLEMS

STUDENT BASED

CurriculumIndiscipline

IlliteracySpecial Students

Student PerceptionGambling

Lack of Parental SupportUnpunctuality and Absenteeism

Fighting

Social Problems, Low self-esteem

Lack of Conflict Resolution

Failure to complete assignments

STAFF-BASED

Lack of teacher trainingRegularity and Punctuality

High teacher expectations Demotivation

Low productivityUnsupervised classes

Low morale among some members of staff[footnoteRef:1]* [1: * denotes secondary data collection]

MANAGEMENT-BASED

Poor communicationLack of loyalty to school

Limited methods of disciplineDemotivated

Inert Management TeamOverworked / Stresses / Burn out workers

Ineffective Dean SystemComplacency by some members

Poor stores and office management

Inadequate Training

MINISTRY-BASED

Student / Teacher ratioPoor / Unclear systems and procedures

Space and Classroom designArchaic information systems

Lack of support staffUntrained employees

Poor staff accommodation

Size of the school / Capacity

Lack of control (quality of intake, funds)[footnoteRef:2]* [2: ]

EXTERNAL

Insufficient Parental SupportLack of respect

Impact of society and mediaDeviant societal norms,

Inadequate fundingPoor expectations

MANAGEMENT / MINISTRY

Lack of orientation programmes for both staff and students.Overworked teachers

Inadequate emphasis on extra and co-curricula activities.Lack of accountability (sharing premises with YTEPP)

Snail pace for disciplining teachers (TSC)

ALL STAKEHOLDERS

Poor image of the schoolPoor academic performance

The main areas where opportunities and threats facing the school, which also had implications for the supervisory process, are identified below:

INTERNAL ENVIRONMENTAL ANALYSIS

STRENGTHSWEAKNESSES Principal is open to ideas and suggestions from staff members Insufficient training for educators and managers (Heads, Deans, Teachers, Administrators etc)

Many multi-talented, committed staff members Low visibility of deans and minimal overall effectiveness of the Dean system

Some members of staff are continuous learners Lack of physical resources for HODs

Existence and operation of a management team, including trained heads of departments and deans, and various committees and subject planning sessions. Some staff members lack commitment whilst others are overworked, although there is a reduction in the pupil / teacher ratio

Established structures and standard operating procedures in the school. Need for upgrading of certain areas of plant

Warm, and energetic students with many talents Inadequate space for school activities

Heterogeneous nature of school community Lack of control or authority over critical areas eg: funding, recruitment and entry / exit of staff.

A wide range of courses and certification are available (CXC, CAPE, CVQ) Ineffective management of the CVQ programme in the technical / vocational education

Avenues for creative expression exist Poor parenting of some students

Improving laboratories (language, computer), workshops and library. Also establishment of a new computer laboratory The problems of some students are outside the scope of the school

Student involvement in activities in the wider community (for example, Operation Shoebox) Underperformance and apathy of some students and teachers including Absenteeism and Punctuality problems; indiscipline (Leveling off of results in external examinations) etc.

Seven year school affords students the opportunity of further education Decline in literacy and numeracy skills of students.

Existence of a democratically elected student council and prefect system. The impact of the Student Council is inadequate

Presence of a Guidance Officer Less than efficient operational processes which demotivates teachers (printing, photocopying, requisitioning teaching materials etc)

Existence of an Audio / Visual Technician. Need for enhancement of school spirit

Conscientious and committed Safety Officers Inadequate communication including internal communication challenges

Existence of PTA, LSB - two key stakeholder groups. Inadequate support for extra-curricula activities

Functioning Past Pupil Association Lack of adequate support mechanisms re: MOE (Student Support Services, T & EDU Training and Employee Development Unit

EXTERNAL ENVIRONMENTAL ANALYSIS

VARIABLESOPPORTUNITIESTHREATS

POLITICAL

VARIABLES Implementation of position of deans and heads of departments as a permanent part of the school management structure. Intake of students who score from as low as 40% at the SEA (Secondary Entrance Assessment)

Creation of an additional post of Vice Principal Information about changes at the Ministerial level is not always available in a timely manner

Secondary Education Modernization programme - re: ongoing projects Unplanned manipulation and at time autocratic implementation of the education policy

Programmes provided by UTT to school graduates Lack of timely dissemination of information re: SEMP and CAPE

Expansion and Implementation of such programmes as HYPE (Helping Youth Prepare for Employment), MUST (Multi-Sector skills Training) and CCC (Civilian Conservation Corporation) etc. MTS workers inadequate security and maintenance services

Increase in the number of national scholarships World economic slowdown and falling government revenues impacting the technical upgrade of the school. (Teachers may opt to transfer to a newer school).

Free tertiary education Full implementation of CSME

Fully functional Safety Officers Lack of implementation of PMAP and Reward system by the MOE

Existence of MOEs Students Support Services and EAP Insufficient training provided by MOE

Conversion of all schools to full time Secondary schools can now groom ALL our students from Form 1

OPPORTUNITIES Inability of the MOE to address pressing problems facing the school system. (Training, Timely filling of vacancies, Sourcing of competent recruits) etc.

THREATS

ECONOMIC Possible funding and sponsorship from the local business community Potential resource persons are available in nearby industries, including past students who are even business owners Light industries in the community provide employment opportunities for graduates Close proximity of bars and internet caf Difficulty in persuading the business entities to partner with the school on several ventures Hurdle in corresponding and following up with formal communication methods in order to get businesses on board in partnering with the school. Potential increases in unemployment

SOCIAL Heterogeneous nature of the community provides for diversity of interaction Valuable support provided by the Community Police / members of the nearby police station Absentee parents/ Poor parenting High crime rate Evolution of gang subculture HIV / AIDS Drug culture New social order (anything goes)

TECHNOLOGICAL Innovative technologies in the marketplace Recent acquisition of new computers, digital language laboratory, security cameras and other pieces of equipment by the school Need for continuous training of staff in use of technology Need to continue the upgrade process of the electrical system to accommodate the increased power needs form use of more technological devices Prevalence of mobile phones Competition from fully computerized schools including Smart schools eg Trinity East.

ENVIRONMENTAL Potential for the LSB / PTA / NGOs and other community groups to become involved in the environmental enhancement of the school Noise and odours from surrounding industries sometimes reach an unacceptable level Poor drainage is a problem during the rainy season Poor national culture / attitude towards the environment and transfer of littering attitudes from the home to the school environment

GAPS (Challenges and the opportunities they present)

STAFF ISSUES:

1. Lack of Training - impacts on the performance of staff, students and the operational efficiency of the school (Heads, Deans, Remedial Teachers, Administrative staff etc)2. Low performance and productivity as a result of lack of resources / support and de-motivation3. Orientation of new staff members needs to be improved4. Management structure of the school can be improved (Deans Need for greater visibility of deans and Heads) {Department Plan, Co-ordinator Role, Succession Planning, Coaching and Mentoring etc.}5. Underutilization of the human resource capacity for improvement within the school6. Regularity and Punctuality which negatively impacts the daily delivery of the national curriculum7. Demotivated staff members who are in need of guidance and support systems. Low morale / school spirit of some members of staff.8. Underperforming staff members who simply go through the motion and believe that presence is performance.9. Unsupervised classes which results in an unpleasant and unproductive school environment10. Teacher function not Educator role takes precedence-

STUDENT ISSUES:

1. Underperformance and apathy of some students as per examination results 2. Lack of parental support3. Curriculum unsuitability for quite a large number of students who are unable to meet the minimum pass mark for examination purposes. ( To what extent can we say that this area has been sufficiently addressed? Re: CVQ (standardized and student based qualification)4. Literacy and Numeracy problems among special students which comprises approximately 50% of the student population 5. Student Council and Prefect System is not functioning effectively 6. Insufficient Extra and Co-curricula activities as avenues for students to explore and display their aesthetic, sporting and leadership skills.7. Different learning styles of students which are not catered for, causing psychological withdrawal and / or indiscipline of some students. 8. Indiscipline and infraction of rules among student population without stringent penalties enforcement. (Gambling, Fighting, poor resolution of petty conflict, Unpunctuality and Absenteeism, Failure to complete homework assignment9. Demotivated students who are not performing to the best of their ability10. Poor perception of the school by many students

MANAGEMENT ISSUES:

1. Leadership and Management issues signaling the need for training.2. Communication - inadequate flow of information throughout the school3. Motivational incentives are largely not provided. 4. Inert Management System (Short lived managerial efforts, Inability to initiate change and devise and implement much needed policy initiatives, Stores and Office management)5. Overworked / Stressed / Burn out workers6. Complacency by some members.7. Inadequate security underutilized / underperforming electronic security system. Greater involvement of MTS is required.8. Poor maintenance of the school

MINISTRY

1. Infrastructural constraints re: Space and Classroom design (URGENT need for school upgrade. This has become a major issue especially since schools that were built at the same time as our school are now being upgraded / rebuilt. To add insult to injury it was communicated that such a project was to take effect, now there is absolutely no word on when such will materialize. Thus, a high degree of uncertainty and a sense of hopelessness has overshadowed the staff)2. Poor staff accommodation lack of storage space, adequate office furniture etc.3. Lack of support staff / substitute teachers to fill in for teachers who are on short term leave.4. Effectiveness of the Student Support Services Unit at the MOE is questionable 5. Lack of control quality of intake, funds6. Poor / unclear systems and procedures7. Archaic information systems8. Untrained employees9. Disciplining of teachers occurs at snail-pace10. Lack of accountability as a result of sharing of premises with other bodies such as YTEPP and continuation classes

EXTERNAL ISSUES:

1. Insufficient parental support2. Need for greater community support and involvement3. Poor image of the school4. Deviant social norms5. Impact of society and media including cell-phones and musical devices

Barataria South Secondary School, Strategic Plan, 2009-2012

Please note that all the areas where opportunities, weaknesses and gaps exist has implications for the teaching / learning process as a whole and hence they have been included to reflect the wholistic state of the school. Extent of the need for Clinical Supervision in my department / school

Historically, as with most schools in the island there has been much talk about Performance Management and its accompanying supervisory elements. These talks and their progress in the form of workshops and dissemination of relevant literature dates back to 1995 thats fourteen (14) years ago. This means that although the programme was launched, it really has not materialized in the manner in which it was envisioned.

At the secondary school which I am affiliated to, there have been announcements at meetings which acknowledge that as professionals we should be ready for such a system, whenever it is implemented. Its approval though meant that such critical elements as properly trained personnel, human resource documents such as the Job Specification and relevant and updated Performance Appraisal instruments ought to be prepared and accepted by all relevant stakeholders. To date, some of these crucial elements have been completed in principle only. However, other hurdles have also prevented its implementation including wide span of control, insufficient training for Heads of Department and other supervisory staff, unclear standards for evaluation and so on.

Despite these hurdles, due to rising states of uneasiness in the school and some improvement with respect to span of control the school has once again embarked on a programme of clinical supervision. To begin the process, literature on the topic was once again distributed in order to ensure all participants are au courant with the process.

Finally, as was mentioned previously, the myriad problems plaguing the teaching / learning process signals the need for urgent implementation so that issues within this sphere can be ironed out. However, one acknowledges that this is not by any means an overnight affair. On the contrary, given the dynamics of the multiplicity of factors which interplay at the institution, one can safely say that the process would be long and arduous but certainly not insurmountable.

The teacher selected Rationale for Identification and selection of teacher as participant in clinical supervision exercises

The teacher selected, Ms. T. Charran, is one of four teachers in the school who specializes in the teaching of Principles of Business. Of this subgroup within the business department, she is the only member who has not undertaken teacher training. It must be noted that the business department consist of a total of ten teachers and one lone female Head of Department. The Business Department is one of eight departments within the school.

Despite the initial hesitation of Ms.Charran to engage in the exercise after much moral suasion, she eventually succumbed to the idea. Ms. Charran was reminded of the benefits of being a participant in the programme which includes:1. The opportunity to engage in a planned and reflective approach to teaching and learning 2. Assistance in the overall goals of the department3. Preparatory work for teaching and learning at the post graduate level.4. The opportunity to explore greater reach in the form of greater understanding and application of the content by the students.

Profile of teacher (Academic and professional qualifications, Experience, Commitment, Personality, Age, Gender etc.)

Qualifications: Ms Charan possesses a first degree in business management. She has not pursued any further training.

Experience: The teacher selected has been teaching at the school for the past six years. She has not taught at any other school in the system. I am yet to find out if she has worked at any other establishment besides the teaching service.

Commitment: Based on observation and feedback from the Head of Department, Ms. Charran displays a fairly high level of commitment to her work and the teaching of the subject area. She is, however, not involved in any other aspects of the school.

Personality: Ms. Charran can be described as a warm and friendly teacher who is well liked by students and teachers alike. She is 33 year old female who enjoys being a teacher.Other relevant issue

Ms. Charran still has doubts about engaging in the clinical supervision process but I am hoping that she will not change her mind.

Methodology Description of the clinical supervision procedure for development of the teacher (stages)

The literature on Clinical Supervision identifies three major tenets in its implementation. These are the pre-observation conference, the classroom observation and the post-observation conference. The clinical supervision exercise as outlined by Glickman 1990 uses five sequential steps as follows: 1.Preconference with the teacher2.Observation3.Analyzing and interpreting observation and determining conference approach4.Post conference with the teacher5.Critique of previous four steps.

Step One: The pre conference with the teacher. The supervisor sits with the teacher and determines the reason and purpose for the observation, the focus for the observation, the method and form of the observation to be used at this time of observation. Both the teacher and the supervisor are clear about what will transpire. The teacher states his / her personal concerns, needs and aspirations. The areas of instructional concerns are identified in behavioural terms and the observation instrument to use in collecting the data created or selected. A decision is also made about the time for observation.

Step Two: The actual classroom observation. The supervisor observes the teacher in the classroom and collects data using the observation instruments agreed to in the pre-conference. Some of these include categorical frequencies, physical indicators, performance indicators, visual diagramming, space utilization, focused questionnaire and so on.

Step Three: The supervisor analyzes the data by himself . He lays our recorded pages of observation and studies the information. The information is summarized by counting up frequencies, determination of recurring patterns, isolation of a major occurrence, discover which performance indicators were present and which were not. He then puts it in a visual form for analysis by both parties.

Step Four: The post observation conference. The teacher and supervisor meet and analyze the information. Every effort should be made to elicit the analysis of the data from the teacher. It is extremely important that the data is true and accurate and is indeed a complete representation of what actually occurred. The supervisor and the teacher thereafter make plans for further improvement.

Step Five: the supervisor and teacher reflect on and critique the previous four steps. The procedures from preconference to post conference are reviewed to determine whether they were satisfactory or if revisions might be needed before repeating the sequence. A number of questions can be asked to seek to determine ways to improve. Questions such as: What was valuable in this exercise?What changes could be suggested?Were we able to develop possible solutions?These questions indicate that the supervisor is involved in an improvement effort in the same manner as the supervisee.

The following format can be utilized during the pre-conferencing stage.PRE-OBSERVATION CONFERENCE DATA SHEETTeacher: ______________________ Observer: __________________Class Level____________ Subject: ________________Date _________ Time: ______________What are the objectives of the lesson? What type of lesson is it?What are the specific observable student behaviors desired? What do you expect the students to learn?How will you know if the objectives have been met? Or that student learning has occurred?What specific teaching strategies /behaviors will be used?What led to and what follows this lesson?What would you like me (the observer) to concentrate on? What type of observation would you like?

SOME OBSERVATION TECHNIQUES which can be utilized are:

Generic ObservationUsing a standard evaluation form, the observer makes anecdotal notes and comments on the class or lesson as a whole. Often these forms will have elements of a standard five-step lesson plan or teacher competencies which can be checked or commented upon as appropriate.

Detached Open-Ended Narrative.Observer records every person, event or thing that attracts his or her attention. It involves extensive writing to objectively record all significant class events, statements and exercises.

Educational CriticismModeled after the style of an art critic, this format requires a skilled observer to evaluate the lesson much as a critic evaluates a work of art, movie or book. Language is expository and the writing tries to capture the tone or mood of the class.

Question-Response PatternsObserver uses a seating chart to record the nature of student and teacher responses to teacher generated questions.Key:-- Incorrect response Teacher Prompt or encouragement+ Correct ResponseX Response cannot be classified as correct or incorrectO Positive teacher feedback or praise

Teacher QuestionsObserver can use the chart below to records all of the questions and interrogative statements that a teacher makes. The questioning patterns are then analyzed.

QUESTION CATEGORYTALLY TOTAL PERCENT

Knowledge

Compare

Comprehension

Application

Analysis

Synthesis

Evaluation

Translation

Totals

The chart can be analyzed in terms of the teacher: Giving InformationQuestioningAnsweringPraisingScolding

Verbal InteractionObserver uses a seating chart to trace verbal statements in the class. Arrows indicate a full statement directed to another person. Observer uses a new sheet every five minutes or so and numbers the arrows. This method can help determine which students or areas of the room are included or excluded.

Traffic PatternsUsing a diagram of the room, observer uses lines and arrows to trace movement patterns of teacher and students. (Arrows are accompanied by times.) This may not be appropriate if excessive group movement will be occurring during an activity.

Areas of instructional pedagogy to be used to be developed by teacher (detailed list)

The main pedagogical areas to be covered are:

1. Lesson Planning (First, determine the curriculum; that is, what the children will learn, what they will be able to do upon completing the activities or work of the lesson. Second, determine what the students already know, before beginning the lesson that can lead into the new curriculum of the day. Be sure to include the exact examples, problems, projects, or activities that will be used.)2. Class participation and a more constructivist approach to teaching3. Formative evaluation4. Technology integration in lesson delivery.Rationale for selecting each pedagogical area (with supporting evidence from the literature)

Lesson Planning was selected since the teacher is new to this tool and has in the past relied mainly on lesson notes. The research indicates that all students benefit from, and appreciate well-structured lessons. According to Dr. Sandra Klitz lesson plans are written by teachers to help them structure the learning for themselves and for the students.

Another anonymous writer believes that effective teachers systematically and carefully plan for productive use of instructional time. The same writer believes that the effective teacher also needs to develop a plan to provide direction toward the attainment of the selected objectives. The more organized a teacher is, the more effective the teaching, and thus the learning, is. Indeed, writing daily lesson plans is a large part of being organized.

Wider class participation and a more constructivist approach to teaching versus an instructivist. Constructivism is the philosophy of learning from, and reflecting upon ones own experiences. This is where individuals must build their own understandings of the world. Everyone generates his or her own rules, which are used to make sense of ones own experiences. Hence, learning is the process of altering prototypical minds to accommodate new experiences. (Petree Allie, 2004, Tenner, Morton,1966).

The purpose of formative evaluation is to validate or ensure that the goals of the instruction are being achieved and to improve the instruction, if necessary, by means of identification and subsequent remediation of problematic aspects. Weston, Mc Alpine, and Bordonaro, (1995). Formative evaluation is conducted to provide program staff evaluative information useful in improving the program. Worthen, Sanders, and Fitzpatrick, (1997). "When the cook tastes the soup, thats formative; when the guests taste the soup, thats summative." Robert Stakes. According to Scriven, (1996), formative evaluation is "is research-oriented vs. action-oriented". The "evaluations are intended - by the evaluator - as a basis for improvement" Use of technology in the classroom would enable the creation of lesson which not only caters for the visual learner but also the child with literacy problems. Research from Sudbury Northern Life Staff and Palliser Regional School in the US both agree that technology enhances the learning experiences of the child.

Colleen Valin (2009) writes about the use of technology in the classroom by teacher Gord Smith in Palliser Regional School in the US in the article Technology 'makes the lessons fun'. Furthermore, Sudbury Northern Life Staff (2009) recently added more teachers are being classified as Technology Integration Mentors (TIMs). The TIM teachers will support classroom teachers and students to use technology in ways that enhance lesson planning, delivery and ultimately student learning and achievement.

Expected outcomes/ objectives for each selected area

The expected outcome for the lesson planning area is that the teacher can produce well structured and innovative lesson which will grab and retain the interest of the students. Additionally, only by documenting the structure of a lesson can one accurately reflect on it in order to continually improve ones craft and practice of teaching.

The expected outcome of the constructivist approach is that the teacher will organize learning objectives and content beforehand. Material and skills will be predetermined and defined in advance of learning. It is intended that the material is delivered by the teacher, skills and material are learnt by the student. Students are assessed by their ability to remember the material or practice the skill. Johanssen (1994)

Formative evaluation allows the teacher to obtain user feedback during the delivery of the lesson. In Oregon, teachers are learning to use the tools of evaluation to find out if their teaching strategies are really working. (Stepanek, 2004)

Technology integration allows for more visual and interesting lesson which will capture and hold the learners attention. It also allows for easy manipulation of the lesson for subsequent classes which is a wonderful time saving device.

Clear descriptions of how these areas were selected

These areas were selected by discussions with the teacher in question as well as informal observation of the teacher. Additionally, experience has taught that these are indeed some critical areas required for any effective teacher.

Lesson planning was selected since it is a critical part of the organization process in preparing for ones class. It takes into account all or at least most of the critical variables that one would cover in a lesson. However, one appreciates that a lesson plan is simply a guide and the effective delivery of a lesson may sometimes require the teacher to meander around the core concepts of the lesson whilst learning is in fact still taking place.

Experience in the profession has revealed that we tend to adopt an instructivist instead of a constructivist approach to teaching, where children are treated as passive recipients of knowledge rather than active participants in the teaching / learning process. Hence, this area is a critical one where most teachers are required to change their approach.

Evaluation as a whole is often neglected; especially since often times as teachers we are so focused on covering the content in order to envelop all areas of the syllabus. This pressure to cover content sometimes occurs at the opportunity cost of testing whether learning is actually occurring.

Technology is an area which opens up a window of possibilities from lesson planning and delivery to more innovative areas of video conferencing and internet research. Although, the basic areas would be covered such as the preparation of lesson in power point, the various possibilities remain to be explored as the technology becomes available.Resources and strategies to be employed

The collaborator in this process will use experience gained over the years in addition to pedagogical guidelines and literature provided by the lecturers in the Diploma in education programme. Additionally, as a continuous learner, extensive research on the internet and the library would be utilized in order to ensure sound teaching / learning strategies.

Rationale for keeping journal and Clear description of how you will employ your journal to capture the outcomes, challenges, insights and successes of the Clinical Supervision Exercise

The Clinical Supervision Journal will be used to trace the growth and development of the teacher as well as the reflections by the supervisor on required changes in strategy. The image of looking at oneself in a mirror, means that it has implications of being conscious of what one is doing. Because of this it is a word that is widely used but not always understood. Rowntree (1988), for example, praises the reflective student who thinks about her own experience of studying and decides what changes of approach might be most suitable.Rowntree (1988) says reflection is studying one's own study methods as seriously as one studies the subject and thinking about a learning task after you have done it. Unless you do this, he says, the task will almost certainly be wasted. In any learning situation, he says, you should prepare for it beforehand, participate actively during it, and reflect on it afterwards. Thus the journal will be used to capture such activities and reflections.

Proposals of how the clinical exercises may be continued / instituted at my school

The clinical process can best be started by encouraging a degree of peer collaboration within the various subject groupings namely Principles of Business and Management of Business, Principles of Accounts and A level Accounting, Economics, Office Administration and Electronic Data Processing and Management. These can be facilitated by the Head of Department or a Subject Co-ordinator.

Focus on the preparatory process of Lesson Planning is the second step towards effective delivery. Acquisition of the requisite resources to facilitate a more interesting and focused lessons would be next in line. Incorporation of other key elements for effective delivery of lessons can be added to the repertoire of skills as the clinical supervision process develops. Some of these other key skills and techniques would be motivational, communication, classroom management and a variety of instructional methods.

Conclusion

Brief summary of what is proposed, highlighting objectives and expected outcomes

Basically this clinical supervision proposal focuses on the development of four critical areas in the selected teacher. These are lesson planning skills, greater class participation and a more inductive approach to teaching, greater use of summative evaluation and the infusion of technology in the delivery of lessons.

The overall objective is the production and delivery of more effective lessons. This would be accomplished by focusing on the development of specific critical skills as previously highlighted. The expected outcome is the creation of a professional teacher who can become a reflective practitioner by continually reviewing her actions in order to improve and ultimately add greater value in the classroom setting, particularly the students cognitive, affective and psychomotor learnings and skills.

References

Doolittle, P. (1994) Teacher Portfolio Assessment. ERIC Clearinghouse on Assessment and Evaluation. Retrieved Sept 2009Johanssen (1994) Article: Constructivism and Instructivism http://www.worc.ac.uk/LTMain/LTC/StaffDev/Constructivism. Page last updated on 9th October 2001 Kizlik, S. Lesson Plans the easy way. http://www.adprima.com/easyless.htmLeddick, G. R & Bernard, J.M. (1980). The history of supervision: A critical review. Counselor Education and Supervision, p186Management and Staff (2009/10), Barataria South Secondary School, Strategic Plan, 2009-2012 Petree, A. Constructivism, a better way of teaching. http://www.kn.pacbell.com/wired/fil/pages/listconstrucal2.html, Sergiovanni, Thomas J. & Starratt Robert J. (1993).Supervision: A Redefinition. New York: McGraw-Hill, Inc. Sergiovanni, T.J. & Starratt, R.J. (1998). Supervision: A redefinition (6th ed.):McGraw-Hill, Boston, MASwift, D. (1984). Finding and keeping teachers: Strategies for small schoolsTener Morton. (1966). Teaching Business Principles by the Case study method, Volume V, No 1, Fall. www.mortontener.com www. pareonline.net/getvn.asp

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