Direct Assistance to Teachers
Direct Assistance to Teachers
"Direct supervision is critical for instructors at all levels, but especially for new teachers. Its format of one-on-one support fosters the necessary acquisition of knowledge, interpersonal skills, and technical skills a teacher needs to truly excel in the classroom. Just like students, teachers need classroom feedback. Clinical supervision and peer coaching are currently two of the most popular forms of direct assistance. In an era of high accountability and rapid change, educational administrators must practice effective supervisory practices to ensure the academic success of their students. Continuous research on best supervisory practices is essential. A key component of effective supervision is effectively using clinical supervision and peer coaching to help guide and encourage teachers to grow as educators. By using diversified supervision, an administrator will be able to provide support and guidance where needed most. This essay will compare and contrast clinical supervision and peer coaching.
Characteristics of Clinical Supervision
Clinical supervision includes a formative evaluation that is nonjudgmental meant to improve instruction (Glickman & Gordon, 2010). It often involves a preconference, an observation of a lesson, analysis and interpretation of teaching, and a post conference as well as critiquing the effectiveness of the process. Clinical supervision involves several definite and sequential steps. First, during the preconference with the teacher, known as the supervisor preconference, the supervisor and teacher discuss the reason, purpose, and focus of the clinical observation; the method, form, and time of the of observation and schedule a post-conference or 'debriefing ' (Glickman & Gordon, 2010).” After this process, the administrator must integrate clinical supervision with developmental supervision by determining what type would be most effective with the teacher based on needs (Glickman & Gordon,
"Direct supervision is critical for instructors at all levels, but especially for new teachers. Its format of one-on-one support fosters the necessary acquisition of knowledge, interpersonal skills, and technical skills a teacher needs to truly excel in the classroom. Just like students, teachers need classroom feedback. Clinical supervision and peer coaching are currently two of the most popular forms of direct assistance. In an era of high accountability and rapid change, educational administrators must practice effective supervisory practices to ensure the academic success of their students. Continuous research on best supervisory practices is essential. A key component of effective supervision is effectively using clinical supervision and peer coaching to help guide and encourage teachers to grow as educators. By using diversified supervision, an administrator will be able to provide support and guidance where needed most. This essay will compare and contrast clinical supervision and peer coaching.
Characteristics of Clinical Supervision
Clinical supervision includes a formative evaluation that is nonjudgmental meant to improve instruction (Glickman & Gordon, 2010). It often involves a preconference, an observation of a lesson, analysis and interpretation of teaching, and a post conference as well as critiquing the effectiveness of the process. Clinical supervision involves several definite and sequential steps. First, during the preconference with the teacher, known as the supervisor preconference, the supervisor and teacher discuss the reason, purpose, and focus of the clinical observation; the method, form, and time of the of observation and schedule a post-conference or 'debriefing ' (Glickman & Gordon, 2010).” After this process, the administrator must integrate clinical supervision with developmental supervision by determining what type would be most effective with the teacher based on needs (Glickman & Gordon,
References: Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership (8th ed.). Needham Heights, MA: Allyn & Bacon. Salter, T. (2008). Exploring current thinking within the field of coaching on the role of supervision. International Journal of Evidence Based Coaching and Mentoring. Retrieved on August 02, 2011 from http://www.business.brookes.ac.uk/research/areas/coaching&mentoring/ Showers, B. & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership. Retrieved on August 02, 2011 from www.eggplant.org/pamphlets/pdf/joyce_showers_peer_coaching.pdf