Activity 7 Clinical Supervision

REPUBLIC COLLEGES OF GUINOBATAN, INC
School of Gradute Studies and Research

G. Alban Street, Guinobatan , Albay
LIBIE R. ELCANO
Activity 7 – CLINICAL SUPERVISION
INTRODUCTION: In the field of administration and supervision, principle is accepted as a

fundamental truth. PRINCIPLE – is considered as a law, a doctrine, a policy, or a deep-seated
beliefs which governs the conduct of various types of human activities. ---- for the administrator
and supervisor, it is very important to have good principles, because these will serve as his guide
in his reflective thinking and in his choice of program of activities.
However, Principles are means by which the administrator and supervisor proceed from one
situation to another, it means that in the operation or in administering/supervising functions,
there is an organize step-by- step schedule or program of activities to be followed., Principles are
instrumental in improving teaching-learning process, since every administrator or supervisor as
well as teachers want the best learning outcomes on the part of the learner, these principles will
be of great help for the improvement of instruction and all other learning activities, principles
make for enormous economy of time and effort in choosing techniques to be used,meaning
principle directs us on what is the appropriate techniques/strategies to be used effectively in the
operation of administrative and supervisory functions.
DISCUSSION:
Research on the following topics:
a) 5 Phases of the Clinical Supervision:
b) values, clinical supervision and traditional supervision.
Requirement:
1. Prepare an explanation of the 5 phases of Clinical Supervision, What

does the cycle means of no less than 200 – word.
2. Compare the Clinical Supervision between Traditional Supervision,

considering on the given values?
.
Goodluck!!!
The Clinical Supervision is based on the participation of two people - the teacher and the
supervisor. It consists of four phases which can be modified according to the needs of the teacher
and the supervisor. The stages, which are described briefly are pre - observation
conference,classroom observation, analysis and strategy session and post-observation
conference.
Pre-observation conference to establish real two-way communication, to discuss and
agree on an objective of supervision cycle. To discuss and agree on what is expected of the
supervisor and the teacher during the supervision.
Classroom observation the supervisor observes the lesson and collects the agreed upon
data. The supervisor should try to avoid value judgments. Again, it is very difficult to work on all
aspects of teaching at once, so if the supervisor can focus on the limited objectives agreed upon
and collect data that the teacher feels are useful, chances for improving the teacher's teaching are
greatly enhanced.It must be mentioned here that the supervisor should never interrupt a lesson to
correct a teacher. There is a tendency, when observing a teacher who is conveying incorrect
material to offer the correct information to the students. This action only serves to discredit the
teacher and destroy any bond of trust that has been established during the pre-conference phase.
Instead, the supervisor should note the incorrect information and bring it to the attention of the
teacher only during the post-observation conference.
Analysis and strategy session this may be just a brief period after the observation when
the supervisor reflects on the class and decides how to approach the next phase with the teacher.
If the supervisor is prepared and has had time to organize the data (even if just briefly) the next
phase will go much more smoothly. The supervisor should use this time to think about how best
the data can be used by the teacher.
Post-observation session this is the time when the teacher and the supervisor meet alone
to discuss the observation and the analysis of data relative to the teacher's objectives. If the data
is collected and presented in a clear fashion, the teacher will be more likely to use the data and
evaluate his/her teaching and classroom performance. It is important to try to elicit the feedback
directly from what the teacher sees from the data.
Let us compare the clinical supervision between traditional supervision. Clinical
supervision is a method of supervision where the supervisor is involved with the teacher in a
close, helping. relationship. Ideas are shared and help is given in order to improve the teacher's
ability through the analysis of objective data that is collected during the observation. Clinical
Supervision referring to the concept of false friends in language teaching, we cannot assume that
- because of the identical origin and the identical looks and sounds of these terms - their meaning
must also be identical. In the work on the identified terms and words, the literature renders
analysis following relevant criteria, the starting point being that these words are used with
different ideas in mind about what they actually mean and even different definitions.
Clinical supervision may refer to a process, a formal role in the institution as well as a
theory-based concept. They may aim at qualified nurses as well as nurse students. There are
similar approaches to such support and advice systems.Clinical Supervision aims to promote
autonomous decision-making, valuing the individual’s protection and safe care provision through
reflective processes and clinical practice analysis, with the ultimate goal of improving
professional practice. The supervision process can also establish positive working relationships
and cooperation with other colleagues. The focus of the supervision process is the progressive
autonomy of the supervised.
The clinical supervision model is based on several assumptions:Teaching is not random
but is characterized by regularity in style and approach.The pedagogical skills used by the
teacher can be classified and studied.If the teacher is conscious of his/her behavior, the learning
environment is greatly improved as is the teacher's overall instructional ability.Through careful

and systematic observation, analysis and dialogue with a supervisor, effective teaching can be
reinforced.
On the other hand the traditional supervision practices leadership through compulsion,
coercion and imposition or through pressure in the use of ready- made solutions or procedures.
Traditional administrators and supervisors consider themselves as experts and work outside of
the group under their control and supervision. They also regard classroom visitation as isolated
from other school activities and projects. Early in the history of school administration and
supervision, operations were largely on a personal and practical basis. Men were selected, not
because of their special technical training, but rather because of their success in dealing with the
public, the teachers and the students.The conception of administration and supervision during
those times reflected the existing practices in business and industry whereby the manager, with
the approval of the board of directors, determined the policy and directed the operation of the
company and the work of its employees. The modern concept of school administration and
supervision on the other hand, recognizes the child and his growth and development as the center
of administrative and supervisory activities. In other words, the concept of administration and
supervision has gradually moved from the improvement of instruction to the improvement of the
learning process.
Traditional supervision all students are lumped together under one instructor, and basic
subjects read, write, arithmetic. Individuality is not promoted. There was a certain passing
number upon entrance exams to determine if students are normal. Different learning styles,
social disorders, and mental illnesses were not what the Broad of Education considered
appropriate behavior. This is probably where bullying others that are different originated.

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REPUBLIC COLLEGES OF GUINOBATAN, INC

School of Gradute Studies and Research

Activity 7 – CLINICAL SUPERVISION

INTRODUCTION: In the field of administration and supervision, principle is accepted as a

b) values, clinical supervision and traditional supervision.

1. Prepare an explanation of the 5 phases of Clinical Supervision, What

2. Compare the Clinical Supervision between Traditional Supervision,

Pre-observation conference to establish real two-way communication, to discuss and

supervisor and the teacher during the supervision.

teacher only during the post-observation conference.

the data can be used by the teacher.

directly from what the teacher sees from the data.

Let us compare the clinical supervision between traditional supervision. Clinical

autonomy of the supervised.

The clinical supervision model is based on several assumptions:Teaching is not random

environment is greatly improved as is the teacher's overall instructional ability.Through careful

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