Reviews the development of clinical supervision, drawing on theoretic underpinnings established by Morris Colgan and Robert Goldhammer. Analyzes the teaching-learning process inquiry modes necessary for supervision, including discovery, verification, explanation, interpretation and evaluation. All teachers should eventually become supervisors,…

The clinical phase of teacher education needs to be a shared responsibility among three equal partners: schools and school systems, colleges and universities, and professional organization of teachers. These partners must develop clinical teacher training criteria that will make teacher preparation programs effective and improve the schools…

The authors present a model of clinical supervision to guide preservice professionals embarking on a career in early intervention and early childhood special education. Established models of clinical supervision in the general education field are described, followed by a description of the clinical supervision model used by the University of…

Written from the perspective of a participant, that is, the classroom teacher as novice supervisor, this paper presents, in case study form, a description of two cycles of clinical supervision involving teaching peers in an elementary school. The purposes of the paper are twofold. First, the paper explores, through illustrations from the case…

The definition and theory of clinical supervision are discussed. (Author/MLF)

In 1992, a group of teachers, principals, and central-office administrators at a Wisconsin elementary school developed an effective differentiated teacher-supervision process. Teachers enjoy the flexibility of choosing among three options: a cooperative-clinical supervision group, a self-directed group, and a collegial professional-development…

Describes a collaborative model in which college instructors work together to support and assess teaching innovations. Basic principles of a clinical-based method of supervision were adapted for the three-phase process (planning conference, classroom observation, feedback conference). Provides examples of collaboration and participants' feedback.…

This case study examined the thinking and practices of one university supervisor with a small group of interns to examine the boundaries and possibilities of learner-centered supervision. This case study enriches and extends the idea of learner-centered supervision by demonstrating what is possible when caring communities of interns are carefully…

To many people, the term "clinical supervision" now means the Hunter Model, which involves monitoring of teachers' classroom behavior for usage of Hunter's essential elements of instruction, feedback of these results, reinforcement of desired practice, and a prescription for remediation of teachers' performance. In contrast, the…

The experiences of five mentors for beginning teachers in an urban school district were examined in this study. The results of interviews with the mentors revealed that they felt a sense of increased confidence and maturity in dealing with other adults, a more clearly defined set of beliefs about teaching and curriculum, and a more objective…

Clinical supervision at its best is a collaborative process whereby teacher and observer work together for instructional improvement. The Snyder-Pavan Supervision Practices Questionnaire seeks to obtain a description of the clinical supervision practiced by administrators, supervisors, and teachers. The majority of items are scored five through…

The principal purpose of this article was to identify supervisory approaches available to instructional leaders in education. Selected supervisory approaches served as the basis for creating the Supervisory Options for Instructional Leaders (SOIL) Model. Instructional leaders in a variety of educational settings could use this model. The SOIL…

This article describes a collaborative project between Lynchburg College and five surrounding school districts. This program involves selecting and training outstanding teachers as clinical faculty to supervise student teachers and provide support and guidance to other cooperating teachers. The selected teachers receive stipends, college faculty…

The article explains the various stages of the clinical supervision model of R. Goldhammer and describes specific procedures for supervisors in the public schools to use with student teachers in speech-language pathology. Evaluation of skills such as lesson planning and interaction techniques are explained. Worksheets for six skill areas are…

This study examined the facilitation of reflection among novice teachers using three types of journal writing and reflective interviews to encourage novice teachers to reflect upon their teaching. The procedures solicited different types of reflection in the student teachers, suggesting that facilitation of teacher reflectivity is vital in teacher…