EDU 5818CLINICAL SUPERVISION

Dr Ramli BasriFaculty of Educational Studies

University Putra Malaysia

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CONTENT

1. Review teachers’ view on supervision2. Purpose and standard in IS3. Clinical Supervision

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1. TEACHERS’ VIEW ON SUPERVISION (Stoller, 1996)

• In fact, most teachers react defensively and hostilely towards supervision even though it is a standard part to most programs. Teachers often view supervision as a threat and become anxious when interacting with their supervisors. These adversarial attitudes often stem from traditional supervisor-supervisee relationships and the unsystematic and subjective nature of traditional classroom visits that are usually unannounced, supervisor-centered, authoritarian, directive, and judgmental.

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• Whether we supervise teachers for the purposes of retention, review, dismissal, promotion, reward, or reprimand, our efforts need not be viewed as negative or unproductive.

• One of the greatest challenges we face is how to turn negative attitudes towards supervision around so that teachers (and our programs) can reap the rewards and benefits-in the form of professional development and improved instruction.

• Clinical supervision techniques can radically change supervisor/supervisee relationships, resulting in less stress and anxiety-on the part of both the supervisor and teacher-and a more positive teacher response to supervision.

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ACHESON AND GALL, 1992

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PURPOSE PURPOSE

Quality Control (Ensuring teachers meet Quality Control (Ensuring teachers meet minimum standard of performance)minimum standard of performance)

Professional improvement (increasing Professional improvement (increasing understanding of teaching and enhancing understanding of teaching and enhancing practice)practice)

STANDARDSSTANDARDS

- Process is formal and documented- Process is formal and documented- Criteria are explicit, standard, and uniform - Criteria are explicit, standard, and uniform

for all teachers.for all teachers.- Criteria are legally defensible as being - Criteria are legally defensible as being

central to basic teaching competencecentral to basic teaching competence- Emphasis is on meeting minimum accepted - Emphasis is on meeting minimum accepted

requirementsrequirements- Evaluation by administrators and other - Evaluation by administrators and other

designated officials count the mostdesignated officials count the most

- Process is informal- Process is informal- Criteria are tailored to needs and capabilities - Criteria are tailored to needs and capabilities

of individual teachers or teamsof individual teachers or teams-Criteria are considered appropriate and -Criteria are considered appropriate and

useful to teachersuseful to teachers- Emphasis is on helping teachers reached Emphasis is on helping teachers reached

agreed upon professional development agreed upon professional development goalsgoals

- Self evaluation, collegial evaluation, and Self evaluation, collegial evaluation, and evaluation information from students count evaluation information from students count the mostthe most

OUTCOMEOUTCOME

Protects students and the public from Protects students and the public from incompetent teachingincompetent teaching

Guarantees quality teaching and schooling for Guarantees quality teaching and schooling for students and the publicstudents and the public

2. DIFFERENT PURPOSES, DIFFERENT STANDARDS FOR EVALUATION

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• Whether we supervise teachers for the purposes of retention, review, dismissal, promotion, reward, or reprimand, our efforts need not be viewed as negative or unproductive.

• One of the greatest challenges we face is how to turn negative attitudes towards supervision around so that teachers (and our programs) can reap the rewards and benefits-in the form of professional development and improved instruction.

• Clinical supervision techniques can radically change supervisor/supervisee relationships, resulting in less stress and anxiety-on the part of both the supervisor and teacher-and a more positive teacher response to supervision. (Acheson and Gall, 1992).

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3. CLINICAL SUPERVISION

Definition “The collection of data from first-hand

observation of classroom teaching and face-to-face interaction between the supervisor and teacher to analyze the data and plan for instructional improvement” (Goldhammer et al., 1980)

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…CLINICAL SUPERVISION (Acheson and Gall, 1992)

• CS Goal: “the professional development of teachers, with an emphasis on improving teachers’ classroom performance”

• CS is design to engage supervisors & teachers in supportive and interactive process:

1. provide objective feedback on instruction 2. diagnose and solve problems 3. assist teachers in developing strategies 4. professional development for teachers.

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Basic Steps of clinical supervision approach (Acheson and Gall, 1992)

1. PLANNING CONFERENCE: meeting between the supervisor and supervisee, agree on the focus of classroom visit and a method for collecting data for later analysis.

2. CLASSROOM OBSERVATION: supervisor observes a lesson systematically and nonjudgmentally, collecting data related to the objectives agreed upon during the planning conference.

3. FEEDBACK CONFERENCE: supervisor meets with the teacher to analyze the data collected. The supervisor and supervisee interpret the data from the teacher's perspective with an eye towards diagnosing and solving instructional problems.

[Segiovani and Starratt (2002) breaks it to 8, Tracy and McNaughton (1993), 5 steps]

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Planning Conference The goal of the planning conference is to identify and define an area of genuine concern that the teacher would like to understand better or improve. Joint decision eliminates teacher’s stress and anxiety and creates responsive atmosphere.•classroom management•classroom interaction•affective factors•use of resources, teaching techniques, methodology , and/or acquisition .

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Classroom Observation

• Data collection • Specific focus • Specific technique

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Example of Focus Questions For Supervision

• How clear are my directions? • What kinds of questions do I direct to students? • Do I give all students equal attention? • What is the distribution of student talk/ teacher talk in class? How much

student participation is there? • What kinds of verbal and non-verbal feedback do I give students? To whom do I

direct these different types of feedback? • How often do students direct their comments to classmates, and how often do

they direct them to the teacher? • How well do I use the blackboard? • How well do I answer students' questions? Are my answers more complex than

the questions require? • Is my pacing too fast or too slow for the majority of students in the class? • How well am I implementing the curriculum?• How well do I handle unanticipated classroom events?

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Development of Instrument for Supervision

ConstructConstruct QuestionQuestion ItemItem MeasurementMeasurement AnalysisAnalysis

Usage of Usage of English in English in Teaching Teaching ScienceScience

The extent of The extent of usageusage

UsageUsageClarityClarityUnderstandingUnderstandingVocabularyVocabulary(for teacher (for teacher and students)and students)

Quantitative Quantitative (likert scale)(likert scale)Qualitative Qualitative (descriptive (descriptive notes, notes, transcript)transcript)

QuantitativeQuantitative(percentage, (percentage, mean,..) mean,..) Qualitative Qualitative (descriptive (descriptive notes, notes, transcript)transcript)

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Feedback Conference

• After class observation, data still fresh• Concentrate on the agreed area/focus and

data collection technique• Accurate and informative data important for

informative, instructive and useful feedback• Goal: guide the teacher in the analysis,

interpretation, and modification of instructional practices based on objective data.

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Together, the supervisor and teacher do the following:

1. Analyze the data cooperatively. 2. Reach agreement on what is actually

happening. 3. Interpret the data, considering causes and

consequences of actions. 4. Reach decisions about future actions by

considering alternative approaches.

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CONFERENCES WITH TEACHERS: TIPS FOR SUPERVISORS

1. Listen more and talk less so that teachers can be active participants in the supervision process.

2. Give teachers enough time to reflect and comment on the data. We must resist the temptation to impose our own judgments at the very start of the feedback session.

3. Ask non-threatening questions that will guide teachers in the evaluation of their teaching and help them to clarify their thoughts. We can pose questions such as these: what practices would you repeat if you were to teach this class again? What would you change if you were to teach this class again? If you were a student, what would you want to change?

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CONFERENCES WITH TEACHERS: TIPS FOR SUPERVISORS

4. Praise effective teaching practices that teachers point out when analyzing the data.

5. Reinforce teachers' good ideas and/or building upon them. 6. Ignore some very obvious classroom problems if the teacher

has come up with solutions for other problems that s/he has discovered. It is impossible to solve all classroom problems after one visit.

7. Recognize the inherent tension that exists between supervision and evaluation and the potential conflicts that can arise between teacher and supervisor. A high level of trust is needed so that teachers willingly entertain alternatives.

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CONFERENCES WITH TEACHERS: TIPS FOR SUPERVISORS

8. Give teachers credit for being able to help themselves. As guides, we can nurture true professional development and improved teaching.

9. Be open to alternative solutions. Teachers may come up with alternatives that we had never considered. We must acknowledge the fact that there is no one single answer for instructional dilemmas.

10. Help teachers contextualize findings and relate them to the larger teaching/learning context so that oversimplified conclusions are not drawn from the data.

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SUMMARY• Benefits of CS: gives the supervisor the opportunity to be

more interactive than directive, more democratic than authoritarian, more teacher-centered than supervisor-centered, more concrete than vague, more objective than subjective, and more focused than unsystematic.

• Features of CS: face-to-face interaction between the supervisor and supervisee; the active involvement of the teacher in the three-stage supervision process; and the use of real classroom data for analysis.

• CS provides: objective feedback on instruction, diagnose and solve instructional problems, assist teachers in developing strategies to promote more effective instruction, and help teachers develop a positive attitude towards continuous professional development.

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REFERENCE

Reference Chapter 12: Clinical Supervision, Researching Practice, Teacher Learning. in Sergiovni, T. J., Starratt, R. J. (2002) Supervision a redefinition. (7th ed.) Boston: Mc Graw Hill. (UPM Library LB2806.4 S484)

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Individual Assignment 2

• Preparation for assignment 2 and Ujian 1: Read Chapter 13–Supervisory options for teachers. in Sergiovani, T. J., Starratt, R. J. (2002) Supervision a redefinition. (7th ed.) Boston: Mc Graw Hill. (UPM Library LB2806.4 S484 )

• Prepare a 10 minute (10 slides) presentation on a supervisory option according to this arrangement:

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Topic and Presenting centre on Week 7

a. Clinical supervision: Lecturer on week 6b. Peer supervision and mentoring: Batu Pahat week 7c. Lesson study: Ipohd. Looking at students work: Kota Bharue. Self directed supervision: Kuantanf. Inquiry based supervision: Kota Kinabalug. Informal supervision: Sibuh. Instructional leadership and becoming a teacher

leader: Sandakan

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MID TERM EXAM

Kertas Ujian dibahagikan kepada dua bahagian: • Bahagian A mengandungi 33 soalan aneka

pilihan. Anda dikehendaki menjawab semua soalan pada borang OMR yang disediakan.

• Bahagian B mengandungi dua soalan esei. Jawab SATU soalan sahaja pada ruang yang disediakan. Kembalikan semua kertas soalan kepada pemeriksa.

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