of the most important and challenging aspects in being a supervisor and leading within any organization is the assessment and professional development planning of supervisees. There are several models, methods and sources a supervisor can chose from in completing this task. When teacher receive regular feedback from supervisors their satisfaction with their job performance is increased (Glickman, 2014). Direct assistance from supervisor to teacher is a vital component when it comes to achieving school objectives, mission and vision statements and school success (Glickman, 2014).
Clinical Supervision
One method of conduction direct assistance to a teacher is through clinical supervision. There are five steps to this method; the goal of clinical
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The supervisor and teacher now have the opportunity to discuss and reflect up on the data collected during the observation phase. This is also the time where the data collected from the observation will lay the foundation for the professional development plan to continue improvements. By the end of the post conference the supervisor and teacher have developed a plan of improvement based on factual data. This plan has objectives of what the teacher will attain by the next observation and activities what will accomplish the objectives, and resources are given to supplement the activities (Glickman, 2014). At the end of the meeting the supervisor and teacher will then set a date for the next clinical supervision session when the teacher will be ready to display their growth and improvements (Glickman, …show more content…
The teachers leading the program need to have direction so the program can be successful, this must all be laid out before the first initial meeting with the teaching staff. After the propose of peer coaching is decided upon, the next step is to prepare the teachers for the implantation of this process. This step include having the staff develop an understanding of the purpose and produces of the peer coaching program, and laying out the format to be used during the peer coaching process (Glickman, 2014). Peer coaching is an interactive process between two or more teaching professions that share successful practices through collaboration and reflective practices, act as problem solving teams, reduce isolation among teaching staff, address instructional problems as teams, support and assist new teachers and build norms that enable staff to give and receive ideas and assistance (Robbins,
I have been a supervisor over the years and have gained some experience however I may not be aware of most of the things that are important to the supervisee who needs to learn a lot for me in the clinical setting. Therefore my disposition should be that of a humble supervisor to allow them reach me with their problems and answer some of their questions. I need to give the supervisee the opportunity to teach me as well. I will not feel that I am above learning from them. i should also encourage my staff to allow supervisee speak their mind and bring to bear what they have learnt in class that is not reflected in my hospital this will afford us the needed change we
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).
It involves the use of self-reports and has been recommended by various researchers due to its ability to target individual development. However, it suffers from the lack of group support which is a key feature in group interventions and peer to peer interventions. Secondly, there is triadic supervision which utilises individual supervision methods. It is effective in mitigating the load of the supervisor but lacks only flourished where there is a good fit between supervisory peers. Thirdly, group supervision is one which occurs serially from the initial stage, transition stage, working stage and finally the ending stage.
Techniques." Journal of Postgraduate Medicine 56.2 (2010): 98-102. Academic Search Premier. Web. 19 Nov. 2013.
Morrison and Wonnacott (2010) state that these aspects are fundamental factors in supervision as they encourage me to be clear about my role, help me to develop my practice and should impact positively on the families that I work with. Research has suggested that quality supervision can lead to job satisfaction, organisational commitment and reduced staff turnover (Carpenter et al, 2012). In my second year placement my practice teacher encouraged me to use a reflection model in supervisions (Collingwood, 2005) that I still use three years later and it improves my ability to focus and reflect on my practice and
article, is to explain to the physician’s about the certain steps and protocols that are
Clinical supervision is a foundation of counselor training and serves the fundamental function of providing support and instruction to supervisees while ensuring the welfare of clients and the counseling profession).
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
I enjoyed all the aspects of developing a course on clinical supervision. I appreciated that the process of developing the course was broken down to manageable units.
As now it can be concluded that to make a supervision session effective it is essential to have a deep understanding of these facts and theories. Characteristics of both supervisor and supervisee are equally important. As supervisors must know their roles and responsibilities at the same time, supervisee should have interest towards reflective practice. Maintaining a good supervisory relationship will be useful to analyse the problems. If there are any signs of underperformance seen in the supervisee, the supervisor can approach them to sort out the matter before it causes
D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership (9th ed.). Needham Heights, MA: Allyn & Bacon. ISBN-13: 9780132852135 Gordon, S. P. (1989).
Imagine you're playing in a volleyball match. The setter sets up the ball for you and you come in, and slam the ball to the floor. In many ways, peer tutoring is like volleyball. The tutee is the hitter, and the tutor is the setter. In this situation, they are peers that the coach, or teacher, put together to score the point, or get the A+. See, the tutor is always trying to make the tutee better. Most peer tutoring programs have had positive results. Many studies prove them to be cost effective and academically beneficial. However, some might argue it to be a waste of time and not at all effective compared to a teacher. Valley Center schools should create a peer tutoring program because it will help students build communication skills, lead students to a better future career, and expand students' general knowledge.
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.
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
Supervision was defined by Bernard (2005) as the realization of our supervisees that they understand the therapeutic process and themselves a tad better than when they entered supervision, and our own realization that we have been players in the professional development of another.