CHAPTER 28

EMELYN N. CIRON
JUDITH B. MAIGUE, Ed.D.
REPORTER
PROFESSOR
Supervision:
Is the Act or function of overseeing
something or somebody. A person who
performs supervision is a “SUPERVISOR” but
NOT always have the formal title of
supervisor. A person who is getting
supervision is the “SUPERVISEE”. –
Wikipedia
The Purpose of Supervision:
To provide objective feedback to
teachers
Diagnose and solve teaching problems
Help teachers develop their
strategies and skills
Evaluate teachers for promotions or
appointments
Help teachers maintain positive
attitude
Five supervisory tasks:
Glickman, Gordon, and Ross-Gordon’s (2001)
1.Direct Assistance to teachers
- Is the provision of personal, ongoing contact with an
individual teacher to observe and assist in the classroom
instruction.
- It designed to help teachers improve instruction.
2.Group Development
- The supervisor can provide for instructional problem-
solving meetings among teachers to improve instruction.
3.Professional Development
- Includes the learning opportunities for faculty
provided or supported by the school members.
4.Curriculum Development
- Is the revision and modification of the content,
plans, and materials of classroom instruction.
- Collective selection by educators of curriculum
purpose, content, organization, and format that are
appropriate to student’s needs.
  
5. Action Research
- Is the systematic study of classroom and
school activity with the aim of improving
teachers’ learning.
- Is school/class or individual level
instructional improvement whereby
educators conduct studies of the results of
their activities.
 Direct assistance to teachers
Research by Dornbush and Scott (1975) &
Natriello (1983) has shows “ that teachers who
receive the most classroom feedback are also
most satisfied with teaching.
• Lortie (1975) Teachers in need of assistance
tend to seek out first fellow teachers and
second supervisory or administrative personnel.
• Direct Assistance to teachers is one of the
crucial elements of a successful school
 2 Forms of Direct
Assistance
1.Clinical Supervision
2.Peer Coaching

Clinical Supervision
o Is a concept born in the 1960s at Harvard University. It
originated in the frustration that MORRIS COGAN
and ROBERT GOLDHAMMER felt while trying to
improve the instruction practices of beginning teachers.
o It used to describe the practice of
experienced teacher coaching younger,
inexperienced teachers, to improve their
ability to teach in a classroom setting.

o Is a process by which a teacher receives individualized

support to enhance their instruction in order to
improve education for all students.
o Morris L. Cogan, Robert Goldhammer, Anderson, &
Krajewski (1993) Clinical Supervision is both a Concept
and a Structure.
 Clinical Supervision as a Concept has 9
characteristics
1.It is a technology for improving instruction.
2.It is a deliberate intervention into the
instructional process.
3.It is a goal-oriented, combining the school
needs with the personal growth needs of
those who work within the school.
4. It assumes a professional working relationship
between teacher(s) and supervisor(s).
5. It requires a high degree of mutual trust, as
reflected in understanding, support, and
commitment to growth.
6. It is systematic, although it requires a flexible and
continuously changing methodology.
7. It creates a productive (i.e Healthy) tension for
bridging the gap between the real and the ideal.
8. It assumes that the supervision knows a great
deal about the analysis of instruction and learning
and about productive human interaction.
9. It requires both preservice training (for
supervision), especially in observation techniques,
and continuous in-service reflection on effective
approaches.
 
Clinical Supervision as a Structure has five sequential
steps
Step 1: Preconference
the supervisor sits with the teacher and determines
the following:
 The reason and purpose for the observation.
 The focus of the observation.
 The method and form of observation to be used.
 The time of observation.
 The time for postconference.
Step 2: Observation of Classroom
The time to follow through with the understanding of
the preconference. The observer might use any one
observation or combinations of observation. Methods
include categorical frequencies, performance indicators,
visual diagramming, space utilization, verbatim, detached
open-ended narratives, participation observation, focused
questionnaire, and tailored observation systems. The
observer should keep in mind the difference between
description of event and interpretations. Interpretation
should follow description.
Example of analyzing and interpreting
observation and determining conference
approach:
Supervisor B doing a participant
observation. The supervisor reads
through his brief classroom notes, picks
out the most significant events, and writes
under Analysis.
A. Analysis: Write the major findings of your
observation. Write down only what has been
taken directly from your observation.
1. James, Nadine, Daniel and Cath asked me
about the assignment they were supposed to be
doing.
2. Jose and Felipe were talking with each other
about sports the three times I overheard them.
B. Interpretations: Write below what you believe
is desirable or not desirable about the major
finding.
1.The teacher was not clearly communicating the
directions to some students.
2.At least a couple of students were not interested
in the classwork
1.Post conference with teachers
2.Critique of previous four steps
The last determination for the supervisor to make
in step 3 is to choose what Interpersonal approach
to use with the teacher in the postconference
Interpersonal Approach
Directive control – presenting his/her
observations and interpretations, asking for
teachers input, setting a goal, and telling the
teacher what action to take.
 
Collaborative – by sharing the observation,
allowing the teacher to present his/her own
interpretations and negotiating a mutual
contract for future improvement.
Nondirective – explaining his/her
observations and encouraging teacher to
analyze, interpret and make his/her own
plan.
Steps 4. Postconference, is held to discuss the analysis of
the observation and finally, to produce a plan for
instructional improvement.
Plan for Instructional
Improvement
 Steps 5. The Critique
Of the previous four steps is a time for reviewing whether
the format and procedures from preconference through
postconference were satisfactory and whether revisions might
be needed before repeating the sequence. It can be held at the
end of the postconference. It need not be a formal session but
can be a brief discussion, consisting of questions such as.

 What was valuable in what we have doing?

 What was of little value?
 What changes could be suggested?
 It indicates that the supervisor is
involved in an improvement effort in the
same way as the supervisee.
Furthermore, the feedback from the
teacher gives the supervisor a chance to
decide on what practices to continue,
revise, or change when working with the
teacher in the future.
Comparing clinical supervision with Teacher Evaluation
Clinical Supervision
- Is a process by which a teacher receives individualized
support to enhance their instruction to improve
education for all students.
- Consistent with formative evaluation it provides
nonjudgmental assistance aimed at improving the
teachers’ instruction.
- Help the teachers to design and implement an action
plan to meet instructional improvements goals.
Teacher Evaluation
- Is defined as a systematic procedure for reviewing the
performance of a teacher in a classroom and analyzing
the review to provide constructive feedback for the
teacher’s professional growth.
- Consistent with summative evaluation it intended to
gather data to make judgements about whether
teachers are meeting performance criteria for
continued employment.
Note:
Both Clinical Supervision and Teacher Evaluation can take
place within similar structures, including a preconference,
classroom visit, and postconference.
 
Integrating Clinical Supervision and Developmental
Supervision
 
Developmental Supervision Interpersonal approaches was
highly integrated in the Clinical Supervision depends to some
extent on the model of clinical supervision. Goldhammer’s (1969)
text on clinical supervision emphasizes a nondirective
interpersonal approach. Cogan’s(1973) clinical cycle reflects a
collaborative orientation. Hunter’s (1980-1986) clinical
model supports directive approaches . Directive
informational, collaborative, and nondirective supervisory
approaches are all consistent with the clinical model.
PEER COACHING
 Is a confidential process through which two or more
colleagues work together to reflect on current practices,
expand, refine and build new skills, share ideas, teach
one another, conduct classroom research, or solve
problems in the workplace (Robbins 1991)
Is a time for teachers to take risks, to try
out new ideas and approaches, and to
discuss results with trusted colleagues. Peer
coaching is NOT supervision or evaluation
of teachers, nor should peer coaches be
expected to improve the overall
performance of ineffective teachers.
THANK YOU