Clinical supervision in todays Essay Example

responsibilities tied to clinical supervision will adequately prepare individuals who aspire to serve in such capacity.

Supervisors in the public school system today must possess a clear understanding of their expectations and remain updated on the latest methods and concepts in clinical supervision. This study aims to address several research questions surrounding clinical supervision, such as its definition, fundamental concepts, and how supervisors can assist teachers in improving their teaching. To clarify these terms further:
- A "clinical supervisor" refers to anyone within the public school system responsible for overseeing and directing teachers' performance.
- "Clinical supervision" pertains to guidance provided to enhance a teacher's classroom performance.
- "Coaching" involves providing instruction or training to individuals like educators or teachers.
- "School and school system policy" encompasses the rules and regulations within both the local school and broader educational system where teachers operate.
- The term "curriculum" encompasses all experiences offered by a school, including anything endorsed by that institution as part of its curriculum.
- A "curriculum developer" is accountable for determining the curriculum offered at a specific school.
- A "marginal teacher" denotes an educator who barely meets minimum standards or quality requirements.
- Lastly, "stress" refers to experiencing physical or mental pressure, tension, or strain.The study's focus is on supervisors in the public school system who oversee high schools at the Kindergarten through 12th-grade levels.

This study specifically focuses on supervisors of colleges or other secondary educational institutions, but much of this information may also be relevant in similar areas.

Summary

The primary objective of this study is to gather, organize, and compile information that will assist individuals interested in serving as school supervisors. This will enable them to gain a better understanding

of the terminology and concepts associated with clinical supervision.

RELATED REVIEW OF THE LITERATURE

A common responsibility of modern-day school supervisors is providing teachers with the necessary support for improvement. The supervisor must fulfill the role of a coach or mentor, essentially acting as a "teacher's teacher".

Supervisors now focus on building up and edifying teachers, instead of tearing them down and criticizing them. The term "clinical supervision" was first used by Morris Cogan in 1961, in a proposal entitled Case Studies and Research in Clinical Supervision at Harvard University. Cogan defined clinical supervision as the rationale and practice aimed at improving a teacher's classroom performance, with its main source of information being the events that occur in the classroom.

Improving student learning by enhancing the teacher's classroom behavior is dependent on data analysis and the teacher-supervisor relationship. According to Cogan's definition of clinical supervision, supervisors play a supportive role in enhancing the teacher's performance. Given this definition, how can supervisors help teachers become better educators and contribute to improving the educational system? This study explores different contemporary practices and concepts that address these questions. The primary goal of supervisors is to ensure the quality of teachers within their school and system, making sure they are highly competent and performing at their best.

According to Thomas Harvey and Larry Frase in an article from Educational Digest, it is important for teachers to recognize that their supervisor is there to offer support and help improve their teaching skills. The authors emphasize that coaching, counseling, mentoring, tutoring, confronting, and supporting are all vital responsibilities of school leaders. These actions play a crucial role in promoting a commitment to excellence and efficiency. In

essence, supervisors should engage both teachers and themselves in an ongoing process of development. This includes staying updated on the latest teaching methods and curriculum changes. Additionally, supervisors must be willing to lead by example and be open to making necessary adjustments in their own practices.

As we move into the new millennium, the education system experiences ongoing transformation. Every aspect of education, such as teaching techniques, school resources, and educational institutions, is continuously developing. Merely preserving the current state is no longer satisfactory. Supervisors must recognize this and be ready to lead their teachers in adopting innovative approaches to educating students.

Supervisors play a crucial role in guiding their teachers, starting with ensuring that they are knowledgeable about the legal aspects of education. An Education magazine article emphasizes the importance of beginners understanding school system and local school policies, stating that teachers who align their actions with these policies receive support from the board of education in case of legal challenges from parents. Hence, supervisors should inform novice teachers about the necessity of reading the board policies and school handbook. Once this step is complete, supervisors can address teacher evaluation. One popular approach employed by many supervisors is the peer support method.

The concept of building a teacher's sense of professionalism has been advocated as a promising approach. In a study mentioned by Margaret Johnson and Lucy Brown, teachers in a large elementary school (consisting of approximately 42 teachers) were divided into collegial support teams (CSTs) to oversee their teaching performance and enhance their professional growth. According to many teachers involved in the study, this approach provided a "safe zone" in which they could acknowledge their shortcomings

and strive to improve their teaching. This strategy aligns with the belief that the most suitable evaluators of teachers within a specific school system are other teachers within the same system. Thus, this method is gaining popularity as it offers a clearer and broader pathway for the future of a school system.

There may be various options for supervisors to choose from when making decisions. Discussing teachers who pursue administrative roles, Roberta Bernstein points out that the role of a curriculum developer involves teamwork and reporting to the central office. While following directions from superiors, it is also important to provide teachers with an engaging curriculum. It is a delicate balancing act. Supervisors often need to prioritize the best overall solution that may require letting go of personal preferences. The primary criterion for decision-making should always be "What is in the best interest of the students?" This principle also applies when assessing teachers. Unfortunately, supervisors sometimes realize that a teacher is not meeting the minimum performance level required to remain in the system.

After investing significant effort in assisting a teacher to meet the required teaching standards, the supervisor contemplates the question "What is in the best interest of the students?" and comes to the realization that finding a replacement may be necessary. The reasons for teachers becoming marginal are diverse. In an article featured in Education Digest, Don L. Fuhr outlines three categories of teachers who fall into this marginal category. The first category consists of helpless marginal teachers who struggle to grasp the fundamental techniques of effective teaching. This may be attributed to inadequate training or an inability to assimilate previous training. The second category

comprises teachers grappling with personal problems, including severe illness of a loved one, marital difficulties, or financial hardships.

The most challenging type of teacher is the hardheaded marginal teacher who possesses a defiant attitude. Regardless of the cause behind their marginal status, providing encouragement is crucial when attempting to help them enhance their performance. Supervisors should be prepared to offer advice and assistance. Initially, the teacher should be informed about the specific issue. Subsequently, a plan can be formulated to address the problem. In certain cases, it may be most opportune to develop strategies following a classroom observation.

According to C.H. Van der Linde, the follow-up discussion is a crucial opportunity for teachers to provide further data and explain their behavior. Van der Linde suggests that teachers should address both strengths and weaknesses, discuss realistic solutions, and outline steps for professional growth. On the other hand, Francis Duffy criticizes the current approach to staff development in education. Duffy argues that instead of focusing on individual teachers, we should recognize schools as systems and work towards improving them collectively.

According to Duffy's Knowledge Work Supervision model, the enhancement of teaching could be enhanced by placing emphasis on the overall performance of the school system rather than solely on individual teachers. It is evident that regardless of the evaluation or development model employed by supervisors, they will inevitably encounter marginal teachers who struggle to meet minimal standards despite their efforts to assist them in improving. Stress may be a possible factor contributing to this. The field of education, especially educational administration, is highly stressful.

Clinical supervisors should encourage individuals to take personal responsibility for managing stress, which helps promote self-control.

It is crucial to promote physical well-being by engaging in exercise, getting sufficient sleep, and maintaining proper nutrition, as these practices contribute to building resilience against stress.

Having emotional well-being is essential for building healthy relationships and reducing stress. Collaborative opportunities help develop courage and promote personal growth. Additionally, humor has the power to transform disasters into strong bonds. Optimism plays a significant role in achieving success. Lastly, it is important to participate in activities that go beyond our usual routine.

Having energy and enthusiasm is an integral aspect of leading a healthy lifestyle. One's dedication to hobbies, interests, and even subjects correlates with their personal growth. It is crucial not to underestimate the significance of taking time for oneself. Allocating daily moments in serene environments shields us from chaos and enhances our problem-solving abilities. However, determining the suitable moment for a supervisor to accept the reality that a teacher must be replaced is challenging. The process of remediation and dismissal can never be simplified or routine.

Andrea R. Waintroob, an attorney in Chicago, has provided legal counsel to numerous school administrators and assisted them in the remediation and dismissal processes. In an article published in Education Digest, she suggests that administrators can make this process easier by following a few common-sense rules:

• Remember your role as the boss, rather than being a punching bag, social worker, or buddy.
• Avoid granting tenure to probationary teachers with significant performance issues, as these teachers tend to worsen after receiving tenure.
• Rate teachers honestly and do not shy away from informing them about serious performance problems, even if it may hurt their feelings or create additional hassle in addressing unsatisfactory performance.
• Take action early.

The longer

you keep an unsatisfactory teacher on your staff, the more difficult it will be to justify terminating them later. It is important to write evaluations that are easily comprehensible to everyone and to be fair in your assessments. It is also crucial to anticipate the defenses that the teacher may put forward, such as claiming that you misunderstood their teaching methods or overlooked important aspects of the class.

Anticipating the need for pre-evaluation conferences with teachers is crucial to receive guidance on what to observe and when. It is essential to be astute in identifying acts of insubordination and other discipline issues that may lead to dismissal. Despite being unpleasant, attacks on competence, judgment, and integrity are anticipated during this process.

SUMMARY, FINDINGS, RECOMMENDATIONS AND IMPLICATIONS

Summary

This study emphasizes the dynamic nature of clinical supervision and highlights the importance of considering different factors when effectively supervising educators.

Now that a clear definition of key terms and concepts has been presented, it is necessary to apply this knowledge to our original questions.

Findings

? What is clinical supervision? Clinical supervision is the rationale and practice aimed at enhancing the teacher's classroom performance. The primary data is derived from classroom events. The analysis of this data, along with the relationship between the teacher and supervisor, serves as the foundation for the program, procedures, and strategies designed to improve the student's learning by enhancing the teacher's classroom behavior.

? What are some of the basic concepts currently utilized in clinical supervision? This study has explored and defined concepts such as the role and actions of a clinical supervisor.

In summary, clinical supervisors have traditionally focused on identifying deficiencies in teachers. However, the role of supervisors

has evolved to include providing support and assistance to help teachers overcome these shortcomings. The use of various post-observation support methods allows supervisors to act as coaches, offering training and support to teachers. It is also crucial for supervisors to ensure proper curriculum development and remain knowledgeable about school policies and legal aspects of education. Additionally, understanding what defines a marginal teacher and implementing steps to help them improve is essential. Stress and stress management are also important factors in this process.

? How can supervisors help teachers become better educators? Supervisors must always be knowledgeable of past and current concepts that are used to help improve their staffs. As we have seen from the research in this study, these concepts are numerous. One advantage to the fact that there are so many concepts to choose from is the variety of choices. That is, if one concept or method fails to meet the need of supervisors, they may always try another until they find the right solution for their particular situation.

Recommendations

Clinical supervisors must make it a regular practice to stay abreast of current needs and developments within the public education system. They have the responsibility of always being prepared to support and guide their teachers through any challenge that may emerge.

There are various implications that the clinical supervisor must understand, including the concepts discussed in this paper. It is a challenging task to stay updated with the constantly evolving knowledge, styles, philosophies, and techniques. However, if supervisors themselves do not exhibit a willingness to keep up with these developments, they cannot expect their teachers to do so. The references for further reading are as follows:

1. Clinical Supervision, Cogan, M.L., (Boston: Houghton Mifflin, 1973),p.9
2. 8 Tasks for Superintendents of the '90s. Harvey, T.R., and Frase, L.E., EducationDigest, Nov 92, Vol. 58 Issue 3, p.9, 5p
3. Should You Be the Boss? Bernstein, R., Instructor-Primary, Mar 99, Vol. 108 Issue 6, p33, 3p, 1c
4. Rescuing Students from Borderline Teachers. Fuhr, D.L.., Education Digest, Sep 93,Vol. 59 Issue 1, p42, 3p
5. Don't Fool with Incompetent Teachers. Waintroob, A.R.., Education Digest, Oct 95, Vol.

61 Issue 2, p36, 4p

Less Stress in School. Long, L.J.., Education Digest, May 98, Vol. 63 Issue 9, p37, 2p

Principals Educate Beginning Teachers about the Law. Smith, A.

E., Morrow, J. E., and Gray, D. L. Education, Fall 99, Vol. 120 Issue 1, p60, 4p

34 Issue 1, p77, 2p

54 Issue 8, p78, 6p