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Examine the merits and demerits of clinical supervision
Clinical supervision evaluation summary
Examine the merits and demerits of clinical supervision
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Peer Coaching or Clinical Supervision
Overview
Supervision could be interpreted from many points of view and have many perceptions about it. Differentiating description from interpretation in observation is so crucial for instructional improvement (Glickman, et al., 2014). Also are different methods that an administrator might use while doing his or her supervision, furthermore, how this information is going to be used to further assistance teachers. As Glickman, et al., (2014) mentions that observations are a method of assessing and planning skills are useful to a supervisor in setting goals and activities for himself or herself as well as for others. Following it will be describe two models, clinical supervision and peer coaching, similes and differences among the models, analyze the strengths and weaknesses of each model, how each model uses assessing and planning skills and each model's contribution to the supervisory process.
Similes and differences
Some administrators use clinical supervision or peer coaching to determine from which it is obtain the most feedback and some other uses this methods or the combination of both (Hooker, 2014). It is important the comparison of both methods in order to identify the benefits of each. The clinical supervision includes a developmental evaluation that is meant to assist and improve the instruction of teachers (Glickman, et al., 2010). It is necessary to do a preconference, lesson observation, analysis of the information and interpret the teaching observed, and a post conference to determine the effectiveness of the process. In the clinical supervision are steps to follow: first, during the preconference the administrator and teacher identify the process, purpose or reason of the ob...
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...guide and encourage teachers to grow as educators.
References
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership (9th ed.). Needham Heights, MA: Allyn & Bacon. ISBN-13: 9780132852135
Gonzalez-Baker, M., & Tinajero, J. (1983). Improving Bilingual Education through Clinical and Developmental Supervision of Bilingual Education Teachers and Student Teachers: A Theoretical Framework.
Hooker, T. (2013). Peer coaching: A review of the literature. Waikato Journal Of Education, 18(2), 129-139.
Hooker, T. (2014). The benefits of peer coaching as a support system for early childhood education students. International Journal Of Evidence Based Coaching And Mentoring, 12(1), 109-122.
Wright, S., Grenier, M., & Channell, K. (2012). UNIVERSITY SUPERVISION WITHIN PHYSICAL EDUCATION TEACHER EDUCATION. Education, 132(4), 699-707.
The developmental model, summarized in an article by Stoltenberg (2005), summarizes a supervision approach that uses developmental framework in clinical supervision. The author, Stolenberg (2005) and Ursula Delworth created a developmental model titled Integrated Developmental Model of supervision (IDM). IDM provided specific details about the changes in the supervisee throughout their time in clinical supervision. It also provided specific details on the types of supervision environments and supervisor intervention for each level of development (Stoltenberg, 2005).
... physical education (J. Sproule, Ed.). Retrieved February 25, 2014, from Sage Journal website: http://epe.sagepub.com/content/11/3/257.short#cited-by
Supervisors are ultimately both ethically and legally responsible for actions of their trainees (Corey et.al, 2011). Supervisors should specify the responsibilities and expectations of both parties in the supervisory relationship in order to avoid boundary issues (APA, 2014). The supervisees and supervisor expectation for the supervisory relationship should be discussed and agreed upon. Ethical considerations need to be address to provide behavioral guidelines to supervisors, to protect supervisees from undue harm or neglect, and to ensure quality of client care (Corey et.al, 2011). The style/quality of interactions between supervisor and the practicum student is important in establishing a collaborative working relationship that encourages self-reflection and evaluation for the supervisees. As a result, the supervisor must make time to evaluate, give feedback, and process information after supervisory
Grealish, L. (2000) The skills of coach are an essential in clinical learning. Journal of Nursing Education, 39(5), 231-233.
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
Lastly, it is important to develop clear training and supervision procedures that will guide teachers on the right steps to follow during training, supervision and evaluation of teachers’ aides. This will be important so that teachers are aware of the set of skills that their aides will need to be trained in as well as a number of set parameters that they will be evaluated on. Appropriate evaluation procedures that both the teachers and the paraeducators are aware of and agree to are essential in creating the right kind of relationship between the two as both parties are comfortable with these parameters and thus the evaluation process is carried out in a well understood manner.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership (9th ed.). Needham Heights, MA: Allyn & Bacon. ISBN-13: 9780132852135
Each semester assigned with two classes, consisting of twenty-five students has provided me the opportunity to assist students with various skills ranging from communication, email etiquette, and most relevant in college, time management. As a peer mentor I’m able to serve as a role model and assist students in reaching their academic success, and this valuable and rewarding opportunity has furthered my determination and interests in working with our youth. Mentoring has allowed me to strengthen my coaching and leadership skills by working with a group of diverse students. This experience has given me new insight, and questions raised by my mentees have helped me to take a critical look at how I was leading my life and what areas I needed
The basic knowledge about supervision theories and processes would help them transition into a supervisory role. Even at sites that do not ask internship students to be supervisors, they are usually asked to take a part in a supervision group where they hear other clinicians’ cases and give feedback. In such situations, students need to demonstrate interpersonal skills, clinical skills, theoretical knowledge, and skills in giving constructive feedback. I believe that information provided in this course would assist them to be successful in these supervisory and consultant roles at their
Tomlinson, C. & Jarvis, J. (2006). Teaching beyond the book. Educational Leadership, ASCD Publication. p 16-21.
Turner, J. (2006). Coaching and mentoring in health and social care: The essentials of practice
Supervision and feedback offers critique and support to improve trajectory in learning, education, knowledge and accountability. Given and used constructively it assists with potential development and enhances understanding (Kadushin & Harkness, 2002). It creates confidence, encouragement and emotional support; which helps relieve stress (Kirkland & Manoogian, 1998). To demonstrate professional commitment and taking responsibility to my practice I ensured I asked for personal feedback. To my delight the carer expressed she felt comfortable with me as I provided empathy and a sense of understanding just by listening. Also, core issues were discovered which lead to self-directed discussion based on solutions she wanted. This feedback was essential in providing me confidence and motivation.
Novin, A., Arjomand, L. and Jourdan, L. Teaching & Learning, Fall 2003, Volume 18, Number 1, pp. 24-31. Available from : http://www.und.nodak.edu/dept/ehd/journal/Fall2003/novin.pdf [ Accessed 2nd December
Also, peer counseling has taught me a little bit of the discipline and thus it will allow me to help my family and friends and anyone else who comes to me for help. All in all, this class has taught me so much in so little time, that I can only imagine what one can learn if one goes deeper in the discipline of counseling. I therefore recommend peer counseling to everyone no matter which side of the spectrum you are on as it benefits the client, the counselor and the
Coaching and mentoring is a constant process that occurs all throughout a future teacher’s journey. While attending a university, it is common while in the teacher preparation program to undergo several coaching sessions and mentoring periods, which is great! Normally this continues through the first year of teaching, but something happens after that first year. If a relationship isn’t built, encouraged, and made intentional, the coaching stops. For teachers, this is strange. We are taught to constantly coach, encourage, mentor, and teach our students, but when it comes to our peers, those under us, etc., we assume that each teacher has suddenly “made it” as if someone who can make it through their first year is automatically “good to go” and will not encounter any hiccups along the way to becoming a veteran. In some instances, the teaching community is a selfish profession for the fact that you do what needs to be done for you and the students you serve, but not for your peers. You do not share your lessons, ideas, concerns, etc. Some teachers are still under the impression that if they are struggling, they are doing it wrong or they are not a “good” teacher. This is a fallacy that needs to be talked about. There is a reason that peer coaching