Transcript EDU 5818 INSTRUCTIONAL SUPERVISION SEM 1 2008/09

EDU 5818
CLINICAL SUPERVISION
Dr Ramli Basri
Faculty of Educational Studies
University Putra Malaysia
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CONTENT
1. Review teachers’ view on supervision
2. Purpose and standard in IS
3. 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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ACHESON AND GALL, 1992
• 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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2. DIFFERENT PURPOSES, DIFFERENT STANDARDS
FOR EVALUATION
PURPOSE
Quality Control (Ensuring teachers meet
minimum standard of performance)
Professional improvement (increasing
understanding of teaching and enhancing
practice)
STANDARDS
- Process is formal and documented
- Criteria are explicit, standard, and uniform
for all teachers.
- Criteria are legally defensible as being
central to basic teaching competence
- Emphasis is on meeting minimum accepted
requirements
- Evaluation by administrators and other
designated officials count the most
- Process is informal
- Criteria are tailored to needs and capabilities
of individual teachers or teams
-Criteria are considered appropriate and
useful to teachers
- Emphasis is on helping teachers reached
agreed upon professional development
goals
- Self evaluation, collegial evaluation, and
evaluation information from students count
the most
OUTCOME
Protects students and the public from
incompetent teaching
Guarantees quality teaching and schooling for
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students and the public
• 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 faceto-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
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•
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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
Construct
Question
Item
Measurement
Analysis
Usage of
English in
Teaching
Science
The extent of
usage
Usage
Clarity
Quantitative
(likert scale)
Qualitative
(descriptive
notes,
transcript)
Quantitative
(percentage,
mean,..)
Qualitative
(descriptive
notes,
transcript)
Understanding
Vocabulary
(for teacher
and students)
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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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1.
2.
3.
4.
Together, the supervisor and teacher do the
following:
Analyze the data cooperatively.
Reach agreement on what is actually
happening.
Interpret the data, considering causes and
consequences of actions.
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 supervisorcentered, 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.
b.
c.
d.
e.
f.
g.
h.
Clinical supervision: Lecturer on week 6
Peer supervision and mentoring: Batu Pahat week 7
Lesson study: Ipoh
Looking at students work: Kota Bharu
Self directed supervision: Kuantan
Inquiry based supervision: Kota Kinabalu
Informal supervision: Sibu
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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