This document discusses different models of supervision in education. It defines supervision as activities done by school personnel to maintain or improve instructional goals. Three definitions are provided that emphasize administration, instruction, and leadership. Clinical supervision and peer supervision models are then described in detail. Clinical supervision aims to improve instruction through a cyclical process of planning, observation, analysis, feedback, and reflection. Peer supervision involves teachers working together for mutual professional development as colleagues at the same level, to reduce isolation and encourage risk-taking. The key aspects of starting a successful peer supervision program are discussed.
3. What is Supervision?
EMPHASIS ON ADMINISTRATION
• Supervision is what school personnel do with
adults and things to maintain or change the
operation of the school in order to directly
influence the attainment of major instruction
goals (Harris and Bessent, 1969).
EMPHASIS ON INSTRUCTION
• Supervision of instruction is directed toward both
maintaining and improving the teaching-learning
process of the school (Harris, 1975).
4. What is Supervision?
EMPHASIS ON LEADERSHIP
• Supervision is teaching the teachers
how to teach and the professional
leadership how to reformulate public
education, more specifically, its
curriculum, its teaching and its form.
(Mosher and Purpel, 1972).
6. Clinical Supervision
• Cogan viewed clinical supervision as a vehicle
for developing professional, responsible
teachers who were capable of analyzing their
own performance, who were open to change
and assistance from others, and who were
above all, self directing.
• Cogan insists that the proper domain of
clinical supervision is the classroom behavior
of the teacher, not the teacher as a person
What is Clinical
Supervision?
7. Clinical Supervision
Values
Clinical
Supervision
Traditional
Supervision
Aim
To help improve
instruction
Evaluate instruction
Basis Classroom data Observer’s rating
Focus
Limited specific
concerns
Broad general
concerns
Frequency Based on need Based on policy
Philosophy
Promotes
independence
Promotes dependence
Process Cyclical Linear
Responsibility
Shared between
teacher and supervisor
Supervisor’s
responsibility
9. Peer Supervision
• A process by which persons with the
same rank within an organization help
each other for their mutual benefit.
• A helping relationship that provides
mutual support.
• A process by which teachers work
together for the purpose of mutual
professional development
What is Peer
Supervision?
10. Peer Supervision
• Peers are colleagues whose jobs
are at the same level within the
school hierarchy.
• Peers do not have to be in the
same grade, subject area,
experience level, or even in the
same school building.
Who is a Peer?
11. Peer Supervision
• Teachers seldom have time to share
ideas and build mutual trust (Sparks
1983)
• It reduces teacher isolation.
• It provides extra eye and ears to
record what is going on in the
classroom.
Why do we need
Peer Supervision?
12. Peer Supervision
• Teachers do not have to rely
on central office supervisors
or university experts to find
answers to instructional
problems.
• It encourages risk taking.
Why do we need
Peer Supervision?
13. Peer Supervision
The key is
ownership
Instigate
Discussions
Break down
the “I’m just a
Teacher”
mind-set
Group Trust
How to start a Peer Supervision
Program?
14. Supervision is an opportunity to bring someone
back to their own mind, to show how good they
can be.
Nancy
Kline
