Clinical Supervision: A Genius Tool for Teachers’ Professional Growth (original) (raw)

Clinical Supervision as One of The Elements of Developing Educational Resources

Journal on Education

Education is an effort designed to achieve the goals that have been set to improve the quality of human resources. One of these efforts is to go through a learning process. In an effort to improve the quality of educational resources, teachers are a component of human resources that must be fostered and developed continuously. The establishment of the teacher profession is carried out through pre-service education programs and in-service programs. Not all teachers who educate in educational institutions are well trained and qualified. The potential of teacher resources needs to continue to grow and develop in order to perform their functions potentially. In addition, the influence of fast-paced changes encourages teachers to continuously learn to adjust to the development of science and technology and community mobility. Supervision is training given to all school staff so that they are able to improve their ability to develop a better teaching and learning situation. The purpose of...

Teachers as collaborative learners in clinical supervision: a state-of-the-art review

Journal of Education for Teaching, 1984

School change is not the ratiOnal deliberate process that some people might believe it is. One of the realities of schooling is that teachers possess their own theories about what they do, and about what is reasonable, feasible, and possible in classroom teaching. This is invariably knowledge based upon 'lived experiences,' rather than on the wisdsm fof the outside 'experts. Far too little regard seems to have been paid in the past by school authorities to workable ways in whicirteachers can and do use colleagues as important and valued resource persons. Recent studies suggest that teachers do-learn from their individual and collective experiences, and.that they are able to-share their expertise among. 'themselves when they engage in "frequent, continuous, and 7-._-increasingly-concrete-and-precise_talk_about teaching,_practice." The Idea-a-teachers acting in cristical, reflective, and responsive ways in their classroom practice is gaining increasing aCceptance as eachers begin to see the inherent pOssibilities in developing shared-' or collaborative frameworks of meaning about teaching. In the current ' context of the move towards teachers acquiring increasing control " over their own classroom practice, clinical supervision is 1-increasingly being seen as a viable means. The non-evaluative and genuinely collaborative intent of clinical supervision enables teachers, working together in a consultative relationship, to gain data-based:in si ghts-.(JMK-) 4.

Teaching as Learning: Some Lessons from Clinical Supervision

1982

An inservice program for Australian teachers, which involved clinical supervision methods, was evaluated to examine its effectiveness. Clinical supervision seeks to promote a form of teacher development that is descriptive and formative. Teachers were involved in a process of assisted self-reflection about their * Reproductions supplied by EDRS are the best that can be made * * from the original document. *

Clinical Supervision as In-service Teacher Development

ÇUKUROVA ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ DERGİSİ, 1995

In this article, the application of clinical supervision process as in-service teacher training at YADIM (Foreign Languages Centre) of‚ Çukurova University, at tertiary level has been carried out in 1991-1992 academic year. The application has been discussed and some conclusions have been drawn out. Clinical supervision which is an on-going process of in-service teacher training and development can create self-awareness in teachers either novice or in-service. It can help teachers improve their instructional skills, and as an outcome of such improvement, students may gain more in the classroom.

Transforming Teachers’ Instructional Practices Through Clinical Supervision

2020

The current research being reported on employed a Clinical Supervision (CS) model as a conceptual framework to design and implement CS interventions to develop teachers’ pedagogical and instructional skills with three teachers in two secondary schools in Trinidad and Tobago over a six-month period. Data collection methods included: classroom observations, questionnaires, interviews and journals. The findings showed that the CS intervention that focused on building a collaborative and collegial relationship with the teachers, to develop their skills, attitudes and competencies, enabled them to learn and improve their pedagogical and instructional practices within the complex classroom environments. Teachers indicated that the collaborative process allowed them to reflect and improve their practice with assistance and guidance from their supervisors, whom they regarded as mentors. The study is significant as it validates CS as a viable and sustainable teacher CPD strategy.

Supervision a viable option for teacher development

This article examines Clinical Supervision as a viable option for the professional development of language teachers. First, it states the urging need for teacher supervision on the premise that the teacher remains the key figure primarily affecting the outcomes of the language classroom. The study critically discusses the history and current implementation of teacher supervision practice in Turkey. Secondly, a brief overview of supervision, in general, is presented, indicating the potential benefits for staff development. The last part highlights the need for further research on Clinical Supervision for ongoing professional development of English language teachers.

The Influence of Clinical Supervision on the Instructional Competence of Secondary School Teachers

Asian Journal of Education and Social Studies

Aims: To determine the influence of clinical supervision of department heads on the instructional competence of secondary school teachers. Study Design: Descriptive-correlational research design. Place and Duration of Study: Digos City National High School during the School Year 2018-2019. Methodology: Respondents were the eight (8) school heads and one hundred seventy eight (178) teachers who were permanently employed at Digos City National High School during the School Year 2018-2019. Complete enumeration was used in the identification of department heads while simple random sampling for the teacher respondents. Mean, Pearson r and Multiple Regression were the statistical tools used to treat the gathered data. Results: The department heads had a high level of clinical supervision in terms of pre-observation, observation/analysis and strategy post-observation conference/analysis. Similarly, teachers a had high level of instructional competence of teachers. This result signified a v...

The Views of Educational Supervisors on Clinical Supervision

Journal of Education and Practice, 2017

Contemporary educational supervision expresses democratic and leadership focused supervisory approach which consists of collaboration, trust, sharing and improving. The aims of the study are to investigate the answer of how current teacher supervision in Turkey is conducted according to the views of educational supervisors, and to unearth what the general attitudes and evaluations of educational supervisors regarding clinical supervision. A phenemological research design was used in the study. The study group consists of 53 educational supervisors working in the province of Antalya. A structured form consists of both open and close ended questions was delivered to the supervisors participated in the study. Data was gathered oral and written via interviews. A conference lasting six hours on clinical supervision’s aim, processes, techniques, observation and data collecting tools was held for the supervisors within the study. According to the results of the study, current supervision m...

Empirical Evaluation of Clinical Supervision Model of Supervising Pre-Service Teachers

2018

There are few empirical evidences of the effectiveness of the various teaching practice supervision models. This study is aimed to add to the dearth of empirical evidences of effectiveness of teaching practice supervision model by evaluating the clinical supervision model. Clinical supervision is a method of supervision whereby the supervisor is involved with the pre-service-teacher in a close, ‘helping, relationship’. Essentially, clinical supervision in education involves a teacher trainee receiving information from a supervisor who has observed the teacher trainee’s performance and who serves as both a mirror and a sounding board to enable the teacher trainee critically examine and possibly alter his/her own professional practice. Within the context of such supervision, ideas are shared and help is given in order to improve the teacher trainee’s ability through the analysis of objective data that is collected during the observation. Article visualizations:

The Effects of Clinical Supervision on the Teaching Performance of Secondary School Teachers

Procedia - Social and Behavioral Sciences, 2013

This study was carried out to determine the effects of clinical supervision on the teaching performance of teachers in secondary school. This study involves 33 teachers from a secondary school of which 11 (33%) are male teachers and 22 (67%) are female teachers. The study employed a set of instruments for observing teaching and learning which was adapted from Standard Determinant Instrument or Instrumen Pemastian Standard (IPS) from the School Inspectorate, (Ministry of Education Malaysia, 2003). IPS has been used by all the schools to evaluate the dimension III, education program management and element 9 that is teaching and learning. The teaching performance of teachers is measured based on the daily lesson plan (DLP), induction set, lesson delivery, questioning techniques, student involvement, reinforcement, student exercise and assignment, checking of student exercise and assignment, lesson closure and class management before and after clinical supervision. The findings of this study help teachers in school to find out the shortcomings and advantages of their teaching performances in the classroom. Clinical supervision also helps teachers to improve teaching and learning to be more effective to enhance students' understanding. Clinical supervision can also be used as guidance for teaching and learning improvement by school inspectorates with the use of IPS.