Clinical Supervision

Edited & Presented by: Derek Ramdatt

Author: Dr. Freddy James

What is Clinical Supervision?

A professional development strategy aimed at improving
teacher performance
A collaborative process, between a supervisor and
supervisee aimed at improving teaching and learning
A systematic process not a one off event.

 The term clinical was borrowed from the medical field because
emphasis was placed on the diagnosis and treatment of
instructional problems.
The data for diagnosis was obtained from teacher conferences and
classroom observations.
The intent of being clinical was not only to diagnose classroom
problems but to decide on a course of action to remedy the
problem.
According to Beach, D. & Reinhartz, J. (2000), the purpose of this
model was to allow teachers to see what needed to be done by
holding up a mirror to the classroom using the data that was
observed.

What are the goals of Clinical

Supervision?
To develop teachers as reflective practitioners
To give feedback to teachers on their present
state of instruction
To diagnose and solve instructional issues
To help teachers improve their instructional
skills
To help teachers develop positive attitudes to
professional development
To evaluate teachers performance for
promotion and making other decisions

Clinical Supervision
Improves
instruction
Reflective
Builds
confidence

Teacher

Supervis
or
Builds trust
Builds
relationships

Improve student
achievement
Builds
collegiality
Improve school
climate

School

The Process..

Conducting Clinical
Supervision
Cordial not adversarial
Interactive not directive
Teacher-centered not supervisor
centered
Democratic not autocratic

Stage 1
Establishing a professional relationship with the
supervisee
A relationship based on trust and openness
A relationship based on mutual respect

Stage 2: Planning
Done collaboratively
Supervisor and supervisee discuss procedures, objectives
and limitations
Agreements on procedures (when, where, what, how)
Agreements on pedagogical and instructional areas
Lesson planning

Stage 3: Pre-Observation
Supervisee reviews lesson with supervisor
Supervisor questions supervisee to ensure lesson
objectives are clear
Supervisor reviews session objectives and evaluation
procedures with supervisee
Data collection methods and types are agreed upon
Supervisor offers instructional and pedagogical advice
Supervisor encourages and motivates supervisee

Stage 4: Observation
Supervisor observes lesson in progress
Supervisor records data based on determined objectives
Supervisor evaluates the instructional process

Stage 5: Analysis
Supervisor analyzes the data based on the session
objectives
Supervisor interprets the data
Supervisor prepares for post-conference

Stage 6: Post Conference

Supervisee reviews the instructional process
Supervisee evaluates his/her performance based on
session objectives
Supervisor and supervisee discuss the session
Highlight strengths, acknowledge turning points and
trends
Supervisor underscores unintended outcomes

Stage 7:Post Conference

Mutual open and honest discussion about the supervision
process
Discussions on what worked, what didnt and what might
have been done differently
Suggestions on how things might be done
Agreements on what will be done differently

Stage 8: Post Conference

Supervisor completes report
Supervisor and supervisee plan for the next session
Reflective journal updated

Note
The supervisors role is supportive!
In the post conference the supervisee should do most of
the talking
The supervisor should give constructive criticism

Summary
Clinical supervision is
Clinical supervision is
Clinical supervision is
trust and respect
Clinical supervision is
Clinical supervision is
Clinical supervision is

systematic
developmental
done in an environment of mutual
linked to teaching is learning
a process
a reflective process

Pitfalls to avoid!
Cloning: Be like me
The supervisor trains the teacher with only the skills
he/she knows and likes
The teacher is evaluated based on his/her reflection of the
supervisors style and approach.

Pitfalls to avoid!!!
The Critic
The supervisor only gives
negative criticism
The supervisor only points out
shortcomings
The supervisors approach is
authoritarian not collegial
The supervisor is prescriptive
not developmental

Pitfalls to avoid!!!!
Sink or swim approach.
The supervisor and teacher meet only briefly
The supervisor drops in on class to observe the teacher
The supervisor makes an assessment without consultation
with teacher
The systematic process is invisible

DOCUMENTS REQUIRED for

CLINICAL SUPERVISION
THE SESSION PLAN

THE LESSON PLAN

 THE OBSERVATIO
N INSTRUMENT

M. o. E. REQUES
TS FOR EVIDENCE
of DEPARTMENTA
L WORK IN CLINI
SUPERVISION
CAL
OTHER EVIDENCE
REQUESTED BY M.
o. E.