Cooperative Clinical Supervision Teacher and principal agree on a goal for instructional improvement.* Principal observes in the classroom. Principal AND teacher discuss, dissect, and evaluate the experience.

Cooperative Clinical Supervision Reflection Question How does someone in a leadership position work toward making a clinical supervision approach relevant to the professional growth of a teacher and more than merely an organizational ritual? Choosing to pursue excellence, for child and adult alike, is ultimately an individual choice.

UNDERLYING THEORIES AND ASSUMPTIONS 1) This process will improve instruction 2) It is a deliberate intervention into the instructional process 3) It is goal-oriented 4) It assumes a professional working relationship between teacher and principal 5) It requires a high degree of trust, understanding and support

6) It is systematic, but flexible 7) It creates a healthy tension between the real and the ideal 8) It assumes that the Principal knows a great deal about instruction, learning and human interactive relationships 9) It requires pre-service training for Principals as well as on-going in-service for reflection on effective approaches

THE COOPERATIVE CLINICAL SUPERVISION PROCESS Teacher and Principal set teacher goal(s) for the year.* Teacher and Principal PRE-CONFERENCE: Identify goal(s) for the class(es) to be observed. The teacher is OBSERVED by the Principal on a day and time mutually agreed upon. The principal analyzes and interprets the information/data gathered during the observation(s). And.... the teacher self-reflects also. The principal contemplates and selects the interpersonal approach to utilize during the post-conference. Teacher and Principal POST-CONFERENCE to discuss the observation and attainment of goal(s). Previous steps critiqued by teacher and principal.

CONTENT OPTIONS Current instructional techniques used by the teacher. Use of instructional technique (s) dictated by the building improvement plan ie. focus teacher standards for beginning teachers. Individual teacher goal(s) for instructional improvement.

Comparing Clinical Supervision with Teacher Evaluation Clinical supervision is consistent with formative evaluation. Clinical Supervision is not consistent with summative evaluation. Quality Assurance Teacher Growth Supervisory (Human) Judgment