1. SuperVision and Instructional Leadership: A Developmental Approach Chapter 15
Mefleh Althamer

2. Chapter 15 Direct Assistance to Teachers
Questions:
What are key differences between summative evaluation and clinical supervision in the preconference, observation, postconference?
What actions would supervisor take to establish a successful peer coaching program?

3. Steps in Clinical Supervision .
1.Preconference:
The supervisor sits with the teacher and determines:
The reason and purpose for the observation.
The focus of the observation.
The method and form of observation to be used.

4. 2. Classroom observation.
Gather data.
Agreed upon in preconference.
Focus on description.
Avoid interpretation.

5. 3. Analysis and planning. Analyze data.
Summarize data in preparation for postconference.
Choose interpersonal approach for postconference.
Plan postconference.

6. 4. Postconference. Begin conference on positive note.
Review preconference decision.
Share and discuss observation data.
Identify improvement objective.
Plan improvement activities.
Discuss criteria and follow-up assess plan.

7. 5. Critique of previous steps.
Critique preconference.
Critique observation process.
Critique observation data provided to teacher.
Critique postconference.
Discuss ways to improve clinical supervision.

8. Plan for Instructional Improvement
Preconference Date____ Observed Teacher___________
Time______________ Supervisor__________________
Objectives:
Activities to achieve objectives:
Resources needed:
Time and date for next preconference:

9. Comparing Clinical Supervision with Teacher Summative Evaluation
Both of them can take place within
Similar structures.
Preconference.
Classroom visit.
Postconference.
To understand the difference between them we must look beyond the structure to purpose of clinical supervision. The tow process need to be separate.

10. Integrating Clinical Supervision and Developmental Supervision
Directive informational, collaborative, and nondirective supervisory approaches are consistent with clinical supervision.
The directive control should be used only in short-term, crises situations, not as part of normal clinical cycle.

11. Peer coaching Clarifying purpose and goals. Preparation of teachers.
Scheduling.
Troubleshooting.

12. Other Forms of Direct Assistance
Demonstration teaching.
Co-teaching.
Assistance with resources and materials.
Assistance with student assessment.
Problem solving.
Mentoring.

13. Beyond Technical Assistance: Improving Classroom Culture
Equitably.
Democratic principles appropriate.
Compassion.
Safe.
All cultures are respected, valued, and celebrated.

14. References
Clickman, D, Gorden, S., Ross-Gorden, J. (2010), Supervision and Instructional Leadership. 9th Edition. Boston: Allyn & Bacon