Clinical Supervision vs Peer Coaching
Comparing Clinical Supervision and Peer Coaching
Tawnya Mecham
GCU EDA 551
October 22, 2014
Raul Pina
Comparing Clinical Supervision and Peer Coaching
Two effective tools that a supervisor can use to monitor the teaching effectiveness of the teaching staff is clinical supervision and peer coaching. Both of these techniques direct assistance allowing a supervisor or a peer coaching team to evaluate the instructional staff and give the teachers effective feedback.
Clinical Supervision Clinical supervision is a formative evaluation tool providing informational feedback aimed at helping a teacher to improve their instruction performance and classroom management skills (Glickman, Gordon, & Ross-Gordon, 2014). Clinical supervision as stated by Glickman (2014, p 247) is organized into 5 steps:
1. Pre-conference with the teacher to provide the criteria the supervisor will be looking for in the observation.
2. Observation of the classroom and instruction to document descriptions seen during the observation.
3. Analyzing observation data and planning for post-conference. After the observation the supervisor needs to evaluate the information collected during the observation, analyze the data, and plan the post-conference meeting and the approach the supervisor will use.
4. Post-conference with teacher to provide the teacher with the observation data and analysis and produce a plan for instructional improvements.
5. Critique of previous four steps happens at the end of the post-conference to determine if the process from pre-conference through post-conference was effect and if revisions might need to be made.
The process is well outlined and has been used effectively used in schools for several decades. The well-defined steps allows a supervisor to us the clinical supervisory model easily and effectively with her staff. The outcomes for the teacher are to help them develop effective teaching skills and knowledge in the areas of pedagogy, context, students, and content
Tawnya Mecham
GCU EDA 551
October 22, 2014
Raul Pina
Comparing Clinical Supervision and Peer Coaching
Two effective tools that a supervisor can use to monitor the teaching effectiveness of the teaching staff is clinical supervision and peer coaching. Both of these techniques direct assistance allowing a supervisor or a peer coaching team to evaluate the instructional staff and give the teachers effective feedback.
Clinical Supervision Clinical supervision is a formative evaluation tool providing informational feedback aimed at helping a teacher to improve their instruction performance and classroom management skills (Glickman, Gordon, & Ross-Gordon, 2014). Clinical supervision as stated by Glickman (2014, p 247) is organized into 5 steps:
1. Pre-conference with the teacher to provide the criteria the supervisor will be looking for in the observation.
2. Observation of the classroom and instruction to document descriptions seen during the observation.
3. Analyzing observation data and planning for post-conference. After the observation the supervisor needs to evaluate the information collected during the observation, analyze the data, and plan the post-conference meeting and the approach the supervisor will use.
4. Post-conference with teacher to provide the teacher with the observation data and analysis and produce a plan for instructional improvements.
5. Critique of previous four steps happens at the end of the post-conference to determine if the process from pre-conference through post-conference was effect and if revisions might need to be made.
The process is well outlined and has been used effectively used in schools for several decades. The well-defined steps allows a supervisor to us the clinical supervisory model easily and effectively with her staff. The outcomes for the teacher are to help them develop effective teaching skills and knowledge in the areas of pedagogy, context, students, and content
References: Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2014). Supervision and Instructional Leadership: A Developmental Approach (9th ed.). Upper Saddle River, NJ: Pearson Education, Inc.. Kelting, T., Jenkins, J. M., & Gaudreault, K. L. (2014, October). I could really focus on the students. The Journal of Physical Education, Recreation & Dance, 85(8), 32-36. Munson, B. (1998). Peers observing peers: The better way to observe teachers. Contemporary Education, 69(2), 108.