Copyright © Allyn & Bacon 2007 Power Point Presentations for Each Chapter of SuperVision and Instructional Leadership: A Developmental Approach Carl D. Glickman Stephen P. Gordon Jovita M. Ross-Gordon This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

Copyright © Allyn & Bacon 2007 Chapter 16 Direct Assistance to Teachers This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

Copyright © Allyn & Bacon 2007 Characteristics of Clinical Supervision 1.A technology for improving instruction 2.A deliberate intervention into instruction 3.Goal oriented, combining school and individual needs 4.Assumes professional relationship between teacher and supervisor 5.Requires high degree of mutual trust

Copyright © Allyn & Bacon 2007 Characteristics of Clinical Supervision (cont.) 6. Is both systematic and flexible 7. Creates productive tension for bridging gap between real and ideal 8. Assumes supervisor expertise in instructional analysis and human interaction 9. Requires initial supervisor training and continuous supervisor reflection on effective approaches (Goldhammer, Anderson, & Krajewski, 1993) Goldhammer, R., Anderson, R. H., and Krajewski, R. J Clinical Supervision: Specialmethods for the supervision of teachers (3rd ed.). Forth Worth: Harcourt Brace Jovanovich.

Copyright © Allyn & Bacon 2007 Steps in Clinical Supervision 1.Preconference 2.Classroom observation 3.Analysis and planning 4.Postconference 5.Critique of previous steps

Copyright © Allyn & Bacon 2007 Plan for Instructional Improvement Preconference Date____ Observed Teacher___________ Time______________ Supervisor__________________ Objectives: Activities to achieve objectives: Resources needed: Time and date for next preconference:

Copyright © Allyn & Bacon 2007 Comparing Clinical Supervision with Teacher Evaluation Clinical supervision is consistent with formative evaluation. Clinical supervision is not consistent with summative evaluation.

Copyright © Allyn & Bacon 2007 Integrating Clinical Supervision and Developmental Supervision Developmental supervision’s nondirective, collaborative, and directive informational approaches all are consistent with clinical supervision. The directive control approach is not consistent with clinical supervision and should not be used as part of a normal clinical cycle.

Copyright © Allyn & Bacon 2007 Components of Successful Peer Coaching Programs Clarity of purpose Preparation of teachers Effective scheduling Troubleshooting

Copyright © Allyn & Bacon 2007 Other Forms of Direct Assistance Demonstration teaching Co-teaching Assistance with resources and materials Assistance with student assessment Problem solving Mentoring

Copyright © Allyn & Bacon 2007 Beyond Technical Assistance: Improving Classroom Culture 1.Are students treated equitably by the teacher and by each other? 2.Do the teacher and students follow democratic principles appropriate to the students’ ages and maturity levels? 3.Do the teacher and students demonstrate compassion to those in need? 4.Do students feel physically and emotionally safe? 5.Are all cultures respected, valued, and celebrated?

Copyright © Allyn & Bacon 2007 Practitioner Reflection: A Springboard to Professional Learning Communities How did the author utilize clinical supervision in her school district? Do you think clinical supervision would be effective in your school? Why or why not?