Introduction The central theme of clinical supervision is designed for the supervisor to provide nonjudgmental assistance directed at improving the teacher’s instruction (Glickman, 2014, p. 250). In the book “Supervision and Instructional Leadership” Carl D. Glickman (2014) states that clinical supervision actually includes but goes beyond formative evaluation by helping teachers to design and implement an action plan to meet instructional improvement goals (p. 250). However, clinical supervision is not designed or intended to gather data to make judgments about whether teachers are meeting performance criteria for continued employment (Glickman, 2014, p. 250). Glickman does instruct, “That clinical supervision consists of both a set of
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246). “The structure of clinical supervision can be simplified into five steps: 1. Preconference with teacher, 2. Observation of classroom, 3. Analyzing observation data and planning for post conference, 4. Post conference with teacher, and 5. Critique of previous steps (Glickman, 2014, p. 247)”
Effects of Classroom Instruction
Clinical supervision is identified as a way to enhance teachers’ thoughts and commitment to improving classroom practice. (Glickman, 2014, p.198). Supervisors should use observations as a base of information to create an instructional dialogue between supervisor and teacher. (Glickman, 2014, p. 198). Clinical supervision can be seen as a set of principles and a structure that has been simplified from twelve steps into five steps. As stated above, each of the five steps has an effect on classroom instruction. Step one, preconference between the supervisor and teacher. This step identifies the reason and purpose for the observation, the focus of the observation, and the method and form of the observation that will be used. (Glickman, 2014, p. 247). The preconference will help prepare both the supervisor and the teacher on what to expect during the classroom instruction while the observation is taking place. Step two, observation this is when the teacher and supervisor follows through …show more content…
(Glickman, 2014, p. 247). During the conference this prepares both parties on what to expect before the actual observation. (Glickman, 2014, p. 247). While the observation is taking place, the supervisor will only focus only on the descriptions of events that took place instead of making interpretations of the lesson and classroom environment. (Glickman, 2014, p. 247). Following the observation the teacher and supervisor will analysis the data in order to be prepared for the postconfernce. An important step that helps build a strong relationship is the post conference. At this time, the supervisor and teacher work together to determine a follow up plan. This is when the teacher will be allowed to elaborate on the data that was collected and reflect back on the observation. (Glickman, 2014, p.249). When the teachers leave the meeting both the teacher and supervisor will know what the new objective for the teacher will be. Also the critique between the teacher and supervisor will provide information on what was successful and what is not successful on items discussed during the postconference. (Glickman, 2014, p.
246). “The structure of clinical supervision can be simplified into five steps: 1. Preconference with teacher, 2. Observation of classroom, 3. Analyzing observation data and planning for post conference, 4. Post conference with teacher, and 5. Critique of previous steps (Glickman, 2014, p. 247)”
Effects of Classroom Instruction
Clinical supervision is identified as a way to enhance teachers’ thoughts and commitment to improving classroom practice. (Glickman, 2014, p.198). Supervisors should use observations as a base of information to create an instructional dialogue between supervisor and teacher. (Glickman, 2014, p. 198). Clinical supervision can be seen as a set of principles and a structure that has been simplified from twelve steps into five steps. As stated above, each of the five steps has an effect on classroom instruction. Step one, preconference between the supervisor and teacher. This step identifies the reason and purpose for the observation, the focus of the observation, and the method and form of the observation that will be used. (Glickman, 2014, p. 247). The preconference will help prepare both the supervisor and the teacher on what to expect during the classroom instruction while the observation is taking place. Step two, observation this is when the teacher and supervisor follows through …show more content…
(Glickman, 2014, p. 247). During the conference this prepares both parties on what to expect before the actual observation. (Glickman, 2014, p. 247). While the observation is taking place, the supervisor will only focus only on the descriptions of events that took place instead of making interpretations of the lesson and classroom environment. (Glickman, 2014, p. 247). Following the observation the teacher and supervisor will analysis the data in order to be prepared for the postconfernce. An important step that helps build a strong relationship is the post conference. At this time, the supervisor and teacher work together to determine a follow up plan. This is when the teacher will be allowed to elaborate on the data that was collected and reflect back on the observation. (Glickman, 2014, p.249). When the teachers leave the meeting both the teacher and supervisor will know what the new objective for the teacher will be. Also the critique between the teacher and supervisor will provide information on what was successful and what is not successful on items discussed during the postconference. (Glickman, 2014, p.