In clinical supervision Robert Goldhammer 1969 suggests “the teacher is always viewed as a professional who is actively seeking greater expertise and the focus is on strength and needs. It is also to have a supervision that is fundamentally humane, and is emancipated from the dogma and authoritarianism and vested interests of administration.” It has typified much of the supervision we have known before. Clinical supervision is a process, a distinctive style of relating to teachers and it is the professional development of the pre-service or in-service teacher. There are three phases of the clinical supervision cycle which consists of a planning conference, classroom observation, and feedback conference. Clinical supervision focuses on the teacher’s actual classroom instruction and includes the teacher as an active participant in the supervisory process. Although courses and workshops have an important role in teacher education they are no substitute for the professional development that good clinical supervision promotes. Teachers need to view themselves as professionals, and in so doing they are engaged in self development and skill training as a career-long effort. Clinical supervision is the interactive rather than directive, democratic rather than authoritarian, teacher centered rather than supervisor centered. It is meant to suggest a face-to-face relationship between the teacher and supervisor and a focus on the teacher’s actual behavior in the classroom. Goldhammer states; “Given close observation, detailed observational data, face-to-face interaction between the supervision and teacher, and an intensity of focus that binds the two together in an intimate professional relationship, the meaning of “clinical” is pretty well filled out.” The word clinical sometimes connotes pathology, which is inappropriate in the context of our model of clinical supervision. Clinical supervision is not a remedy that is applied by the supervisor to deficient of unhealthy behavior exhibited by the teacher. To avoid this connotation, we considered using the term teacher centered supervisor, which was popularized by Carl Rogers as a method of “person centered counseling” and has much in common with clinical supervision.
Clinical Supervision consists of three cycles:
The three phases of clinical supervision Planning Conference
Feedback Conference Classroom Observation
Objectives of Clinical Supervision with Tina
To allow students to think and respond in an appropriate manner. (2.)
Allow children to express themselves through language development. (3.)
To enhance professional development amongst staff.
I spoke to the teacher in charge at the centre where I work about the assignment on clinical supervision at one of our weekly staff meetings and Tina agreed to do the Clinical Supervision with me. Cycle One
From my observations I noticed that the children in Tina’s class hardly interacted during an activity. But upon further investigation I found out that Tina does not allow sufficient time for the children to answer questions when she asks them. She answers them herself. In my first conferencing with Tina I told her about my assignment and I asked her if there were any problems she had with the children in her class. After pondering for a moment, she spoke about the teacher-child interaction and the children’s lack of language during classroom time. I then told her that together we can work on the solution to the problem. I sat in on one of her activities and observed the interaction between her and the children. Her style of questioning was good she asked a lot of open ended questions which would allow the children to converse at length. But shortly after she asked the questions she started giving the answers and did not allow...
References: Acheson, K.A., & Gall M.D. (2003). Clinical supervision and teacher development.
Ben-Peretz, M., & Rumney, S. (1991). Professional thinking in guided practice. Teaching & Teacher Education.
Elgarten, G.H. (1991). Testing a new supervisory process for improving instruction. Journal of Curriculum and Supervision.
Erickson, H.L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin.
Goldhammer, R.(1969). Clinical Supervision: Special methods for the supervision of teachers. New York: Holt, Rinehart & Winston.
Hall, G.E., & Hord S.M. (2006). Implementing change, patterns, principles and potholes.
Rogers, C.R. (1951). Client-centered therapy, Boston: Houghton Mifflin.
Please join StudyMode to read the full document