1. teacher-centered supervision
Clinical Supervision
teacher-centered supervision

2. Goals of Clinical Supervision
The major aim of Clinical Supervision is the improvement of teachers’ classroom instruction and promotion of the professional development of teachers.
More specific goals are:
To provide teachers with objective feedback on the current state of their instruction.
To diagnose and solve instructional problems.
To help teachers develop skills in using instructional strategies.
To help teachers develop a positive attitude about continuous professional development.

3. The cycle of Clinical Supervision
establishing the teacher-supervisor relationship (context),
lesson planning with teacher - pre-observation conference (action),
planning of methods for lesson observation (action),
observation – collecting data (experience),
analysis of data collected (reflection),
planning for post-observation conference (action),
post-observation conference (action and evaluation),
planning the next lesson, new targets, approaches and techniques (action)

4. The cycle of Clinical Supervision
pre-observation form to be completed by the teacher
observation – collecting data
analysis of data collected
post-observation conference
evaluation of the supervision cycle

5. The cycle of Clinical Supervision
pre-observation
post-observation
conference
observation
analysis of data

6. pre-observation form or conference
action and context
Different forms and questions
Importance of the context
Focus of the lesson observation
Selection of the method of observation
Possible problems

7. Questions on context, focus of the lesson and method of observation - 1
Is there any specific situation in the class I have to be aware?
What was the previous topic of the lesson?
What is the main goal of the observed lesson?
What kind of methods and teaching strategies are you going to use in the observed lesson?
Did you give students any homework to do?
What topic you plan for the next lesson?
On what you like me to focus my observation?
What would you like to improve in your teaching?

8. Questions on context, focus of the lesson and method of observation - 2
How this lesson fits into the school program?
Is the teacher using new methods (topics) or methods (topics) known by students?
How we will know that the goals of the class are in fact being met?
How the method used by the teacher is related to his or her educational creed?
Are you expecting some specific problems?
Do you have any suggestions what techniques I can use in collecting data from your lesson?
Do you prefer to videotape the lesson or just collecting data by me?

9. Possible problems in pre-observation conference
Make teacher nervous just before the class (especially by suggesting new elements).
Trying to protect teacher from some perceived problems.
Allowing the supervisor’s priorities to overcome teachers needs.
To long discussion.

10. observation – collecting data
experience
Observable characteristics
Examples of supervisor’s techniques
Possible problems

11. You can focus on: CLARITY
A clear introduction that relates this lesson to past lessons.
An appropriate closing.
An appropriate use of visuals, examples, vocabulary…
Clear instructions and clear answers to students questions.
The ability to organize and present the lesson so that students
know: what they will be doing, how it relates to what they
have done in the past, and how it will relate to the long-term goal.

12. variety of instructional
You can focus on:
VARIABILITY
The way teacher convey information.
General interest level of students.
Use of cooperative learning activities.
Variety of methods which take in consideration different learning styles and intelligences.
Use of methods that encourage creative use of information.
The ability to use
variety of instructional
techniques.

13. You can focus on: ENTHUSIASM
Personal approach with students, calling by first name, referring to their past success, encouraging students to try.
Movement of teacher in class.
Variation of speech.
Appearance of spontaneity.
Use of personal experience.
The ability to communicate
interest in the content
and the students

14. You can focus on: TASK oriented behavior
Awareness of the time and efficient pace.
Teachers reaction to students responses.
Clear system of marks.
Basic classroom management.
Questioning skills.
Students involvement.
The ability to stay on the
activities and time lines
that were planed, to stress
achievement and dedication

15. material that students
You can focus on:
CONTENT oriented behavior
Proportion of time spent on major versus minor points.
Relationship between a content and test requirements.
Students ability to determin critical vs. enrichement materials.
The ability to provide
time in class to cover
material that students
are expected to learn.

16. Techniques for collecting data
Checklist for lecture
Classroom seating chart
At-task chart
Verbal flow
Movement pattern chart
Timeline
Audio taping
Video taping
Verbatim

17. Possible problems in observation
Not seeing things as they are.
Direct intervention in the class.
Teacher calls attention to the supervisor.
Late arrival or early departure when unexpected.
Observation technique not adapted to the data observed.

18. analysis of data collected
reflection
Look for patterns, categories of teaching behavior, frequency, effects on students, etc.
Review the past history of supervision.
Select issues to discuss with teacher.
Possible problems

19. Possible problems in analysis
Misinterpretation of data.
Unrecognized patterns of behavior that are significant.
Evaluation of teaching patterns univocally.
Offering solutions with worked in the past for problems that are different.
Poor preparation for post-observation conference.

20. post-observation conference
action and evaluation
Find out how the teacher felt about the class.
Get the teacher’s self-evaluation.
Did it go the way was planned?
If not, why not?
Get the teacher to do as much of the analysis as possible.
Make plan of improvement.

21. Be descriptive rather than judgmental
On the two or three points the teacher asked you to observe, first get the teacher’s view on how he/she did. After that, make some comments and bring in as much evidence as possible to support your comments.
Be descriptive rather than judgmental.

22. Problem-solving strategy for strengths:
Identify a part of the lesson that was successful: “What part of the lesson do you feel was especially successful?”
Provide objective data that will confirm the teacher’s perception: “You are right, according to my observations, they all seemed to be on task in their small groups”.
Help the teacher understand in detail what he or she was doing and why that behavior produced the desired results: “Why do you think they wasted such little time in their small groups?”
Help the teacher decide how to use that behavior again: “Do you see any way you can structure their small group work when they are working on another topic?”.

23. Problem-solving strategy for weaknesses:
Help teacher identify a part of the lesson when all were not learning.
Provide objective data that will confirm the teacher’s perception: “I also noted that several students seemed unclear about the concept”.
Help the teacher understand in detail what he or she was doing and why that behavior was impeding learning.
Help the teacher consider some alternative teaching strategies that might have been more effective.
Help the teacher make specific plans to use the alternative behavior in the future.

24. Concluding questions to the teacher:
What does the teacher think about the over-all results of the class? Would the teacher do it differently now? In what way?
Are there inconsistencies between the teacher behavior in the class and the teacher’s educational creed? Discuss this.
Find out what the teacher thinks of your observations.
Plan for the follow-up. What does the teacher want to work before the next supervision.

25. Plan for instructional improvement
Post conference date: …………….
Time: ………………
Observed teacher: ………………..
Clinical supervisor: …………………
Objective to be worked on:
Activities to be undertaken to achieve objectives:
Resources needed:
Time and date for next pre-conference:

26. Possible problems in post-observation conference
Rush and no closure.
Interpretation of data only by the supervisor and manipulation.
Intellectualizations and analysis at a level of abstraction.
Feedback comes across more as a personal attack than as a professional inquiry.
Not enough time to assimilate important questions or engage in reflection.
Reinforcing a teacher’s dependency upon the supervisor for analyzing teaching and developing strategies.

27. evaluation pre-observation post-observation conference observation
analysis of data

28. experience pre-observation observation analysis of data
post-observation conference