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CLINICAL SUPERVISION
PresenterShereen Khan
August 17th , 2010
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A school based activity that engages teachers in
meaningful, non-judgmental and on-going instructional dialogue for the purpose of improving
teaching and learning.
CLINICAL SUPERVISION
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It is goal oriented, focusing on a problem solving approach involving identifying, collecting and interpreting information in order to improve teaching and learning.
It engages the supervisor and teacher in personal growth through colleagueship and collaboration.
It is time consuming and may require several cycles in order to get results.
Characteristics- focus,feeling, time
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Teaching is a complex set of activities that requires careful analysis
Teachers are responsible and competent professionals who desire help if it is offered in a collegial way
Both the teacher and the supervisor have clear ideas about what is meant by ideal or effective teaching.
ASSUMPTIONS
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There is a professional working relationship between teacher and supervisor based on mutual trust.
Readiness on the part of teachers- ◦ They must be aware of the goals, procedures and
assumptions. ◦ There must be a climate for success
The supervisor must possess three kinds of skills: human, managerial and technical.
CONDITIONS FOR SUCCESS
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Ability to work with people and
motivate them so that they will desire good performance
Ability to predict outcomes and
make decisions and that would impact positively on the
goals of the institution
Specialised knowledge of the teaching/learning process, subject
matter competence and current trends
in pedagogy.
Human Managerial Technical
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To diagnose and solve instructional problems.
To help teachers develop a positive attitude about continuous Professional Development.
To help teachers develop skills in using Instructional Strategies.
To provide teachers with objective feedback on the current state of their instruction.
GOALS OF CLINICAL SUPERVISION
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Its focus is on ◦Improving the teacher’s instructional performance rather than the teacher’s personal problems.
◦Actual observable events of teaching rather than curriculum support or curriculum relevance.
Limitations of Clinical Supervision
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Clinical Supervision
Effective Teaching
Student Learning
School Improvement
Impact of Clinical Supervision
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THE THREE STAGES OF CLINICAL SUPERVISION
1• Pre-Observation
Conference
2 • Observation
3 • Post-Observation Conference
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What can you deduce from the body language?
STAGE IPRE-OBSERVATION CONFERENCE – Building Trust
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• Arrange a time and venue for the conference.
• Identify the teacher's concerns about instruction.
Step 1• Translate the teacher’s concerns
into observable behaviour.• Discuss plausible solutions and
summarise alternativesStep 2
• Identify procedures for improving instruction-agree on a plan
• Assist the teacher in setting self-improvement goals
Step 3
Pre-Conference Steps-Goal Setting
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• Arrange a mutually convenient time for the observation.Step 4
• Select an observation instrument and behaviours to be recordedStep 5
• Clarify the instructional context in which the data will be recordedStep 6
The Planning Conference -
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Identify the specific student behaviours desired-students raising their hands when they wish to speak and being silent when another child is speaking
Identify the instructional procedures-teaching children the instructional rules and rewarding them for appropriate behaviour
Identify a strategy for learning the instructional procedures-practice in the classroom and attend a workshop
Role Play- Summary
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APPROACHES TO CONFERENCING
•Controlled by the supervisor•Works well with teachers who are at a low stage of development
Directive
•Negotiated between supervisor and teacher•Works well with teachers who are at the middle stage of development
Non-directive
•Controlled by the teacher•Works well with teachers who are at the higher developmental stage
Collaborative
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THE THREE STAGES OF CLINICAL SUPERVISION
1• Pre-Observation
Conference
2 • Observation
3 • Post-Observation Conference
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End of Session 1
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STAGE 2: OBSERVATION
Purpose
to capture the realities of the lesson objectively enough to enable the supervisor and teacher to reconstruct the lesson as validly as possible in order to analyse it.
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Questioning: types, distribution, clarity,levels Handling Responses Set Induction and Closure Classroom Management Teacher Movement in the class Communication Amount of teacher talk and student talk Non-verbal behaviour Explaining Giving Instructions Use of resources
Observable Behaviour
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Observation Techniques
•Behaviour Frequency•Rating Scale•Time Sampling•Verbatim Recording•Classroom Mapping•Anthropological
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THE THREE STAGES OF CLINICAL SUPERVISION
1• Pre-Observation
Conference
2 • Observation
3 • Post-Observation Conference
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Preparing for the post Conference Be sensitive to the teachers feelings – refer
to the behaviour, not the person. Choose a non-threatening opener. Data should be persuasive, yet value-free. Do not admonish the teacher. Ask questions like “what would you like to
change? or “what changes would students want?” rather than “how do you feel the lesson went?”
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STAGE 3: Post-Observation Conference
The Supervisor willa. Present data to teacher in
an objective form.
b. Allow the teacher to analyse what was happening during the lesson.
c. Elicit the teacher's interpretation, inferences, opinions and feelings.
d. Decide on alternative approaches.
e. Provide opportunities for practice and comparison.
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Role of Department Heads
Set Goals
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MONITORING FRAMEWORKTeaching
Behaviours
Pre-Operational
• Planning • Resources
• Subject-matter • Competence
OperationalPost-
Operational
•Assessment•Feedback
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Clinical Supervi
sion
Support and
Monitoring
Client Satisfaction
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End of Presentation
Client Satisfaction