Clinical Supervision Cycle
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 …show more content…
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 …show more content…
During instruction, you record the teacher’s verbal feedback statements. It is also useful to record the immediately preceding student remark or action that prompted the feedback.
Feedback
At the feedback session which was conducted previously, some important points were raised and her feedback was: o She observed that I allowed the children to engage in a lot discussions which extended their language. o She was willing to try new ways of allowing the children to speak. o She also observed how I allowed the children sufficient time respond when I asked them questions.
An effective strategy is to suggest that one teacher observes another in order to compare teaching styles, strategies, and techniques. If the observing teacher has some knowledge of systematic observation and recording, the feedback conference can result in a mutual sharing of ideas and perspectives. In a small group that takes turns sharing videotaped examples, the observers can learn about their own teaching vicariously watching
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 …show more content…
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 …show more content…
During instruction, you record the teacher’s verbal feedback statements. It is also useful to record the immediately preceding student remark or action that prompted the feedback.
Feedback
At the feedback session which was conducted previously, some important points were raised and her feedback was: o She observed that I allowed the children to engage in a lot discussions which extended their language. o She was willing to try new ways of allowing the children to speak. o She also observed how I allowed the children sufficient time respond when I asked them questions.
An effective strategy is to suggest that one teacher observes another in order to compare teaching styles, strategies, and techniques. If the observing teacher has some knowledge of systematic observation and recording, the feedback conference can result in a mutual sharing of ideas and perspectives. In a small group that takes turns sharing videotaped examples, the observers can learn about their own teaching vicariously watching