5.3. The Supervision Process
Learning Outcome:
- Identify components of supervision process
- Identify three forms of presence necessary for establishing authentic leadership practice/supervision
Cycle of Clinical Supervision
The cycle of clinical supervision will be the focus of the assignment for this unit of instruction.
Use steps in this cycle as defined by Sergiovanni, Starrat, & Cho (2014) to guide your collaborative field experience when conducting and reporting on a classroom observation. In the following slides we will explore all five steps.
Click on the carousel's navigational arrow above to proceed to the next slide: Pre-observation Conference.
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Figure 5.3.1. Transcript +
Figure 5.3.1. begins with the Cycle of Clinical Supervision, which leads to Pre-observation Conference, which leads to Classroom Observation, which leads to Analysis of Data, which leads to Post-observation Conference, which leads to Post-observation Analysis & Reporting, which leads back to the Cycle of Clinical Supervision.
Step 1: Conduct a Pre-observation Conference
Establish a framework for the observation including the teacher’s (being evaluated) goals for observation as well as a timeline for when the observation will take place and a lesson plan for the observation. Get a sense of what to expect from the teacher during the observation. See chapter 10 in Sergiovanni et. al (2014) and directions/information provided in your unit assignment for additional detail on how to conduct a pre-observation conference.
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Step 2: Conduct the Classroom Observation
Attend the observation on-time as scheduled with your collaborative teacher partner being observed. Be sure to collect useful, descriptive data from the observation to inform the post-conference and reporting. See chapter 10 in Sergiovanni et. al (2014) and directions/information provided in your unit assignment for additional detail on how to conduct a classroom observation.
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Step 3: Analyze the Data.
As noted in Sergiovanni et. al (2014), this is the time to “convert raw data collected from the observation in a manageable, meaningful, and sensible form.” Start with a summary of what was decided upon in the pre-conference and how the data underscored the teacher’s goals/concerns. Then build a strategy for the teacher to utilize for reflection and improvement from comments and suggestions based upon best practice for instruction. See chapter 10 in Sergiovanni et. al (2014) and directions/information provided in your unit assignment for additional detail on analyzing data.
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Step 4: Conduct a Post-observation Conference
It is debated whether the post-conference should be conducted immediately following the observation or at a later date. I find the conference best guided by the teacher’s reflection of what s/he thought/noticed/interpreted happened during the conference and her/his reflections on:
- What went well?
- What didn’t go well?
- What would you keep and try again?
- What would you change for next time?
I also find that the ideal time for conducting this review and reflection is immediately following the observation. It also serves as a time-management strategy in an equally busy schedule for the instructional leader and teacher alike. See chapter 10 in Sergiovanni et. al (2014) and directions/information provided in your unit assignment for additional detail on how to conduct a post-observation conference.
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Step 5: Analyze and Report on the Supervisory Experience
Sergiovanni et. al (2014) recommend an analysis specifically for the Post-observation conference, which makes sense if you are conducting the conference at a date later than the scheduled observation. It also makes sense, regardless of when the post-conference is conducted to use this time to conduct an analysis the observation and the reflections provided by the teacher. This is the time to draft a summary of the observation including comments and recommendations that will empower the teacher to reflect and reach her/his goals as established in the pre-conference. You will need to provide the teacher with a final evaluation summary of your observation. Anything provided in the summary should be revealed and agreed upon during the post-conference. This helps to avoid misinterpretation of the summary and enhance positive results from the collaboration. See directions/information provided in your unit assignment for details on how to complete your Cycle of Clinical Supervision Analysis assignment.
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Presence as a Means of Establishing Trustworthy Leadership
Establishing trustworthy leadership within the school culture is an essential part of the instructional leader’s role. Trust is essential for conducting evaluation and providing feedback. A teacher may take feedback from a trustworthy leader and use it to reflect upon instructional practice and make plans to improve.
Presence is essential for establishing trustworthy leadership. Presence shows the leader’s investment in the process as well as in the individual being evaluated. Presence opens the lines of communication for collaboration in the evaluation to take place. There are three types of presence including: affirming presence, enabling presence, and critical presence.
Affirming presence demonstrates unconditional regard for a person as an individual. It is grounded in the principle that every person has value and worth. This presence establishes a sense of family within the school/district.
Enabling presence establishes a team approach to problem solving. It empowers others with confidence and voice through listening. This type of presence allows for development of a spirit of efficacy among teachers and students.
Critical presence calls attention to standards. It also calls attention to good teaching performance. By asking questions that prompt reflection, this presence provides an opportunity for critique intentionally focused on a teacher’s activity in a given evaluation, rather than on any critique of the individual.
Critical Thinking
Please complete the following activity before proceeding. Although this assignment is not specifically graded, it will count towards your overall participation grade. Note: Only you and your instructor will see your response.
Next, identify the three forms of presence leaders should establish as part of the supervision process. Fill in the blank for the following questions:
_____ Presence demonstrates that the leader holds individuals in high regard.
Options:
- Affirming
- Critical
- Enabling
_____ Presence explores the empowering aspects of circumstances and plans.
Options:
- Affirming
- Critical
- Enabling
_____ Presence promotes high quality student learning and teacher development.
Options:
- Affirming
- Critical
- Enabling
References
Sergiovanni, T.J. Starratt, R.J. & Cho, V. (2014). Supervision A Redefinition (9th Ed.). New York: McGraw-Hill. ISBN 978-0-073378-66-4.
