SUPERVISORY CONFERENCE

 Started by Morris Cogan and Robert

Goldhammer.

 Clinical Supervision is a five-step process

(based onGoldhammer) designed to improve
teaching performance.
SUPERVISORY CONFERENCE
 Cogan (1973) Goldhammer (1969) Acheson and Gall (1987)

1. Establishing the Teacher-

Supervision Relationship

2. Planning with the Teacher 1.Pre-Observation Conference 1. Planning Conference

3. Planning the Strategy of

Observation

4. Observing Instruction 2. Observation 2. Observation

5. Analyzing the Teaching-

3. Analysis and Strategy
Learning Process

6. Planning the Strategy of the

Conference

4. Supervision Conference 3. Feedback Conference

7. The Conference

5. Post-Observation Conference
8. Renewed Planning Analysis
SUPERVISORY CONFERENCE
 Stage 1—Pre-observation Conference
 Stage 2—Classroom Observation
 Stage 3—Data Analysis and Strategy
 Stage 4— Post-Observation Conference
(Supervisory Conference)
 Stage 5—Postconference Analysis
 To mentally rehearse and orally describe the
upcoming lesson, including the purpose and
the content, what the teacher will do, and
what students are expected to do and learn.
 To learn about and understand what the
teacher has in mind for the lesson to be
taught by asking probing and clarifying
questions.
 What type of data will be recorded (e.g.,
teacher questions, student behaviors,
movement patterns)?

 How will data be recorded (e.g., video or

audio recording, verbatim transcript,
anecdotal notes, checklist)?

 Who will do what in the subsequent stages?

 To teach the lesson as well as possible.
 To record events occurring during the lesson
as accurately as possible.
 To help make sense of the data (if directly
involved in this stage).
 To make some sense of the raw data and to
develop a plan for the conference.
 What patterns are evident in the data?
 Are any critical incidents or turning points
obvious?
 What strengths did the teacher exhibit?
 Were any techniques especially successful?
 Are there any concerns about the lesson?
 Which patterns, events, and concerns are
most important to address?

 Which patterns, events, and concerns can be

addressed in the time available?

 How will the conference begin?

 How will the conference end?

 To critically examine his or her own teaching
with an open mind and to tentatively plan for
the next lesson.
 To help clarify and build upon the teacher's
understanding of the behaviors and events
that occurred in the classroom.
 What patterns and critical incidents are
evident in the data?
 What is the relationship between these
events and student learning?
 Were any unanticipated or unintended
outcomes evident?
 What will the teacher do differently for the
next class meeting?
 To provide honest feedback to the clinical
supervisor about how well the clinical
supervision cycle went.
 To critically examine his or her own
performance during the clinical supervision
cycle.
 Generally, how well did the clinical
supervision cycle go?
 What worked well? What did not work well?
 If you could do it again, what would you do
differently?
 What will you do differently during the next
clinical supervision cycle?
SUPERVISORY CONFERENCE
 1. Recall the purpose of the conference.

 2. Review all the records pertinent to this

conference.

 3. Develop tentative hypotheses by

anticipating probable conclusions and
recommendations.
 4. Note possible courses of action.

 5. Review and assemble additional

professional materials that will be of
assistance to the teacher.

 6. Assemble instructional materials which the

teacher may use and evaluate.
 7. Check with the custodian to learn if the
room is ready.

 8. Remind all participants of the conference

time and place.

 9. Plan to provide simple refreshments.

 Time and Place

 Location
SUPERVISORY CONFERENCE
 1. Remember to be understanding.

 2. Be sincere and friendly.

 3. Use all of the time necessary.

 4. Start the conference with a positive

approach.
 5. If criticisms are necessary, criticize methods
rather than the teacher.
 6. Help the teacher by leading the way.
 7. Accept and start with the teacher’s problems
as he sees them.
 8. Discuss possible solutions.
 9. Consider the possibility of this as being an
“off” day.
 10. Do not be afraid to suggest.

 11. Do not bluff.

 12. Summarize together the ideas brought

out during the conference.

 13. Close the conference on a friendly note

with praise or commendation.
 PLEASE
No Difficult Questions, we are all in
this together!!
(Haha)