This document outlines the clinical supervision model used for teacher candidates. It discusses the roles of the teacher candidate, cooperating teacher, and university supervisor. The teacher candidate teaches a lesson while data is collected, then has a post-teaching conference for feedback. It emphasizes the importance of lesson planning and reflection, noting that reflection allows teachers to learn from experience and transition from merely covering material to focusing on learning. Reflection tools mentioned include video recording, journaling, protocols to analyze student activity and teacher behaviors.
2. • Clinical Supervision Model
•Modeling (PCK)
•Teacher Candidate (TC) teaches lesson (BIP)
• Data collected on teacher and pupil behavior
•Post-‐teaching conference
Supervision Model
3. • Teacher Candidate
• Planning and Implementing
• Responsibilities
• Cooperating Teacher
• Go to man
• University Supervisor
• Any issues get reported here
• Feedback
Roles
4. • Why do we do it?
• Importance
Lesson Planning
5. • What?
• Serious thought or consideration
• Why?
• “We don’t learn from experience. We learn from reflecting on
experience.”
• If the goal is not merely coverage but actual learning, than reflection is
no longer optional – it’s an essential piece to transition a classroom
from “covering material” to being “focused on learning”
Reflection
