This is about educational supervision in schools and academic institutions as conducted by supervisors, principals,et. al. based on Goldhammer. (There are hyperlinks here so some slides will not have any titles. Just refer to slide 4 for each step)

1. SUPERVISORY CONFERENCE

2.  Started by Morris Cogan and Robert
Goldhammer.
 Clinical Supervision is a five-step process
(based onGoldhammer) designed to improve
teaching performance.

3. SUPERVISORY CONFERENCE

4. Cogan (1973) Goldhammer (1969) Acheson and Gall (1987)
1. Establishing the Teacher-
Supervision Relationship
2. Planning with the Teacher 1.Pre-Observation Conference 1. Planning Conference
3. Planning the Strategy of
Observation
4. Observing Instruction 2. Observation 2. Observation
5. Analyzing the Teaching-
3. Analysis and Strategy
Learning Process
6. Planning the Strategy of the
Conference
4. Supervision Conference 3. Feedback Conference
7. The Conference
5. Post-Observation Conference
8. Renewed Planning Analysis

5. SUPERVISORY CONFERENCE

6.  Stage 1—Pre-observation Conference
 Stage 2—Classroom Observation
 Stage 3—Data Analysis and Strategy
 Stage 4— Post-Observation Conference
(Supervisory Conference)
 Stage 5—Postconference Analysis

7.  To mentally rehearse and orally describe the
upcoming lesson, including the purpose and
the content, what the teacher will do, and
what students are expected to do and learn.

8.  To learn about and understand what the
teacher has in mind for the lesson to be
taught by asking probing and clarifying
questions.

9.  What type of data will be recorded (e.g.,
teacher questions, student behaviors,
movement patterns)?
 How will data be recorded (e.g., video or
audio recording, verbatim transcript,
anecdotal notes, checklist)?
 Who will do what in the subsequent stages?

10.  To teach the lesson as well as possible.

11.  To record events occurring during the lesson
as accurately as possible.

12.  To help make sense of the data (if directly
involved in this stage).

13.  To make some sense of the raw data and to
develop a plan for the conference.

14.  What patterns are evident in the data?
 Are any critical incidents or turning points
obvious?
 What strengths did the teacher exhibit?
 Were any techniques especially successful?
 Are there any concerns about the lesson?

15.  Which patterns, events, and concerns are
most important to address?
 Which patterns, events, and concerns can be
addressed in the time available?
 How will the conference begin?
 How will the conference end?

16.  To critically examine his or her own teaching
with an open mind and to tentatively plan for
the next lesson.

17.  To help clarify and build upon the teacher's
understanding of the behaviors and events
that occurred in the classroom.

18.  What patterns and critical incidents are
evident in the data?
 What is the relationship between these
events and student learning?
 Were any unanticipated or unintended
outcomes evident?
 What will the teacher do differently for the
next class meeting?

19.  To provide honest feedback to the clinical
supervisor about how well the clinical
supervision cycle went.

20.  To critically examine his or her own
performance during the clinical supervision
cycle.

21.  Generally, how well did the clinical
supervision cycle go?
 What worked well? What did not work well?
 If you could do it again, what would you do
differently?
 What will you do differently during the next
clinical supervision cycle?

22. SUPERVISORY CONFERENCE

23.  1. Recall the purpose of the conference.
 2. Review all the records pertinent to this
conference.
 3. Develop tentative hypotheses by
anticipating probable conclusions and
recommendations.

24.  4. Note possible courses of action.
 5. Review and assemble additional
professional materials that will be of
assistance to the teacher.
 6. Assemble instructional materials which the
teacher may use and evaluate.

25.  7. Check with the custodian to learn if the
room is ready.
 8. Remind all participants of the conference
time and place.
 9. Plan to provide simple refreshments.

26.  Time and Place
 Location

27. SUPERVISORY CONFERENCE

28.  1. Remember to be understanding.
 2. Be sincere and friendly.
 3. Use all of the time necessary.
 4. Start the conference with a positive
approach.

29.  5. If criticisms are necessary, criticize methods
rather than the teacher.
 6. Help the teacher by leading the way.
 7. Accept and start with the teacher’s problems
as he sees them.
 8. Discuss possible solutions.
 9. Consider the possibility of this as being an
“off” day.

30.  10. Do not be afraid to suggest.
 11. Do not bluff.
 12. Summarize together the ideas brought
out during the conference.
 13. Close the conference on a friendly note
with praise or commendation.

31. PLEASE
No Difficult Questions, we are all in
this together!!
(Haha)