Category Archives: Authors
Glickman(2010) CH1: SuperVision for Successful Schools
Three types of schools Conventional School: characterized by dependency, hierarchy, and professional isolation. Congenial School: characterized by friendly social interactions and professional isolation. Collegial School: characterized by purposeful adult interactions about improving school-wide teaching. Collegial Schools committed to learning a … Continue reading
Pajak (1993) Ch9: Carl Glickman’s Developmental Supervision
Clinical supervision in Glickman’s model is a part of a larger program of general supervision that includes inservice training, curriculum development, group development and action research. Appropriate tasks for supervision include: encouraging teachers to invest in a cause beyond themselves. … Continue reading
Glickman (2010) Ch 7: Developmental Supervision: An Introduction
Developmental Supervision “The ultimate aim of the supervisor should be reflective, autonomous teachers facilitated by nondirective supervision p133” However, the supervisors’ initial supervisory approach should be based on the developmental level of the teacher. Also, the supervisors approach should gradually … Continue reading
Pajak (1993) Ch7: Madeline Hunter’s Decision Making
” Teaching is a rpredictable “science” and that successful classroom learning depends on fundamental cause-and effect relationships between teacher behavior and learning outcomes for students p 184.” Hunter approaches teaching as science, not an art, and that decision making should … Continue reading
Cogan (1973) Ch 13: The Analysis of Teaching
After the observation, three levels of analysis are conducted: 1 supervisor solo; 2 teacher solo and 3 teacher and supervisor cooperatively. There are a wide variety of objectives that supervisors may use to analyze the classroom events including student learning, … Continue reading
Acheson & Gall (2003) Ch 8: The Feedback Conference
” Information that teachers regard as objective, free of bias, useful, and cming from a compentent friend can have disireable effects . 134″ Many factors must fall into place in order to have a successful feedback conference, most importantly noting … Continue reading
Goldhammer (1969) Ch
The supervisor seeks to formulate categores or find patterns of behavior from the data collected from the inclass observations. The supervisors first responsibility is to take the raw data and convert it in to a recognizable form for the teacher. While cooking … Continue reading
Cogan (1973) Ch 11: The Observation of Classroom Interaction
Observation is defined by Cogan as “careful, systematic scrutiny of the events and interactions ocurring during classroom instruction p 134,” and pertain also to the records kept concerning the events. There is a short history of in class observations with … Continue reading
Acheson & Gall (2003) Ch 9-12 Classroom Observation Techniques
Chapter 9: Selective Verbatim This technique is most commonly used to capture aspects of teaching (but not limited to) such as asking questions, giving feedback to students, structuring a lesson and managing student behavior. This is an useful technique because of … Continue reading
Clinical Supervision (Goldhammer, 1969) Ch2: A Model of Clinical Supervision
The use of the term “clinical” implies an up close, face-to-face relationship between teachers and supervisors. This definition contrasts historical or traditional types of supervision which may be done from a far. In this clinical relationship teachers are given close … Continue reading
Doctoral Readings 