CLINICAL SUPERVISION

SUPERVISION

CLINICAL

CLINICAL SUPERVISION
Conceptualized by Morris Cogan
Emerged as one of the most important and

powerful intervention measures since
1960’s.
According to Pajak, Cogan viewed clinical supervision as a vehicle for developing professional, responsible teachers who were capable of analyzing their own performance, who were open to change and assistance from others, and to were above all, self directing.

Key concepts of the inventions measured developed by Cogan
Self analysis
Openness to change
Willingness to accept

assistance
Self direction

Cogan insists that the proper domain of clinical supervision is the classroom behavior of the teacher, not the teacher as a person. The focus is to understand what happens in class, rather than to attempt to change the personality of the teacher. In order to bring the desired change in classroom behavior, it is necessary that the teacher observes:
 1. the behavior to be change
 2. the desired change
 3. the professional satisfaction that will be derived from doing so.

Differences Between Clinical
Supervision and Traditional Supervision
Values
Aim
Basis
Focus
Frequency
Philosophy
Process
Responsibility

Clinical
Supervision
To improve instruction Classroom data
Limited specific concerns Based on needs
Promotes
independence
Cyclical
Shared between teacher and supervisor Traditional
Supervision
Evaluation of instruction Observer’s rating
Broad general concerns Based on policy
Promotes
dependence
Linear
Supervisor’s responsibility FIVE FACES OF CLINICAL
SUPERVISION
Planning

Reflection

Feedbac k Observatio n Analysis

Planning Phase
The
purpose of planning conference is to enable the supervisor and the teacher to identify the focus of observation in a collaborative way. Collaborative planning reduces the anxiety, and makes the teacher feel comfortable about the process.

Observation Phase
After

the planning conference, the supervisor finalizes the choice of observation tool depending
on