Describe Clinical supervision and Teacher Development.
conduct a teacher-centered, collaborative pre-observation Planning Conference
conduct two walk-through observations (15 minute each) using your district’s evaluation tool
complete one full class-length (50 – 60 minutes) observation using at least 3 data collection techniques (found on pages 159 – 194 of the Gall & Acheson text) a careful data analysis for an evaluation post conference
complete an evaluation post-conference
collaboratively develop a professional development plan.
You will self-assess your supervision skills and share a reflection in your paper. Ask your volunteer teacher to also share the strengths of the experience with any recommendations. Include this in your paper as well.
Step 1: Read and discuss Clinical Supervision and Teacher Development
Step 2: Meet with your Principal/Supervisor to share the signature assignment and ask for support in recommending a teacher to ask to volunteer to assist with the simulation. The teacher cannot be on an improvement plan, nor will the data be shared with the principal for any evaluative reason. Begin to log your time and activities with reflection (use format from EDL 600)
Step 3: Meet with the teacher volunteer to review the signature assignment and request their cooperation. Schedule a time for a planning conference, full observation, and post-conference.
Step 4: Practice the data collection techniques found in chapters 10 & 11 in the textbook.
Step 5: Complete two (2) formal walk-throughs of 15 minutes each using your district’s walk-through form before meeting for the pre-conference for the formal observation.
Step 6: Meet for planning conference (chapter 8 in text). Share data collected from walk-throughs (2). Ask the teacher to share a copy of their lesson plan and seating chart for the lesson you will observe. Discussion observation data collection techniques you feel comfortable using and ask teacher to choose three (3) for you to complete while observing the class. Confirm date and time of observation.
Step 7: Observe a full lesson and record information related to the objectives set during the planning conference, i.e., verbal flow, questions techniques, classroom management statements, at-task behavior, teacher movement pattern, etc. (Chapters 10 & 11 in text)
Step 8: Complete the district’s teacher observation tool (if there is one). Prepare your observational data to share with the teacher in the Feedback Conference.
Step 9: Meet with the teacher for a feedback conference (about 30 minutes). Share your data and let them analysis it with your assistance, in a teacher-centered conversation. Assist them in creating a SMART Goal (Specific, Measurable, Achievable, Relevant, and Time-bound) with one or two goals for areas they would like to continue to improve instruction. Any SMART Goal template is acceptable.
Step 10: Ask the teacher to share their thoughts of the clinical supervision method focusing on teacher support and student achievement, and how you may continue to develop your skills with supervision development. Include your reflection and their thoughts in your summary paper.
What to include in the Signature Assignment Document ~ Submit all components as one document with headings to identify each:
Narrative of the entire process with timeline (2 pages) – 5 pts
Walk-through tool based on your district or one you chose to use – 5 pts
Observational Data Collection evidence, at least 3 techniques used in the full observation – 20 pts
Lesson Plan review (in narrative form) – 5 pts
Planning Conference summary – 5 pts
Complete your district’s Teacher Evaluation instrument – 10 pts
Teacher SMART Goal for Continuous Growth – 5 pts
Teacher assessment of the process and your skills (narrative) – 5 pts
Written reflection of your supervision skills and aptitude – 10 pts
Log, to include, Date/Brief Descriiption of Activity/Time/PSEL/Reflection – 5 pts
Total your hours at the end
Total points for this document = 75 pts
Signature Assignment Rubric = 25 points (100 total points)
Levels/Criteria
Approaching – 1 pt
Meets – 3 pts
Exceeds – 5 pts
2.3 Program completers understand and demonstrate the capacity to model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others.
Candidate is developing ethical behavior with coaching.
Candidate models ethical practice.
Candidate models ethical practice and cultivates ethical behavior in others.
3.1 Program completers understand and demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture.
Candidate is developing an understanding and skills to demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture which includes equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
Candidate understands and demonstrates the capacity to use data to evaluate, design, cultivate and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
Candidate clearly understands and demonstrates the capacity to use data to evaluate, design, cultivate and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
3.2 Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
Candidate is developing an understanding to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
Candidate satisfactorily understands and demonstrates the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
Candidate clearly understands and demonstrates the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
4.2 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems.
Candidate is developing an understanding and building capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems.
Candidate understands and demonstrates the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems.
In addition, the Candidate demonstrates the capacity to plan and implement strategies for improving the impact of academic and non-academic practices, resources, technologies, and services that support student learning.
7.4 Program completers understand and have the capacity to evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success.
Candidate is developing capacity to:
*observe teaching in a variety of classrooms,
*gather and review district policies on instructional expectations,
*provide teaching staff with actionable feedback to support improvement, and
*develop a system for monitoring whether supervision and evaluation strategies promote improvement.
conduct two walk-through observations (15 minute each) using your district’s evaluation tool
complete one full class-length (50 – 60 minutes) observation using at least 3 data collection techniques (found on pages 159 – 194 of the Gall & Acheson text) a careful data analysis for an evaluation post conference
complete an evaluation post-conference
collaboratively develop a professional development plan.
You will self-assess your supervision skills and share a reflection in your paper. Ask your volunteer teacher to also share the strengths of the experience with any recommendations. Include this in your paper as well.
Step 1: Read and discuss Clinical Supervision and Teacher Development
Step 2: Meet with your Principal/Supervisor to share the signature assignment and ask for support in recommending a teacher to ask to volunteer to assist with the simulation. The teacher cannot be on an improvement plan, nor will the data be shared with the principal for any evaluative reason. Begin to log your time and activities with reflection (use format from EDL 600)
Step 3: Meet with the teacher volunteer to review the signature assignment and request their cooperation. Schedule a time for a planning conference, full observation, and post-conference.
Step 4: Practice the data collection techniques found in chapters 10 & 11 in the textbook.
Step 5: Complete two (2) formal walk-throughs of 15 minutes each using your district’s walk-through form before meeting for the pre-conference for the formal observation.
Step 6: Meet for planning conference (chapter 8 in text). Share data collected from walk-throughs (2). Ask the teacher to share a copy of their lesson plan and seating chart for the lesson you will observe. Discussion observation data collection techniques you feel comfortable using and ask teacher to choose three (3) for you to complete while observing the class. Confirm date and time of observation.
Step 7: Observe a full lesson and record information related to the objectives set during the planning conference, i.e., verbal flow, questions techniques, classroom management statements, at-task behavior, teacher movement pattern, etc. (Chapters 10 & 11 in text)
Step 8: Complete the district’s teacher observation tool (if there is one). Prepare your observational data to share with the teacher in the Feedback Conference.
Step 9: Meet with the teacher for a feedback conference (about 30 minutes). Share your data and let them analysis it with your assistance, in a teacher-centered conversation. Assist them in creating a SMART Goal (Specific, Measurable, Achievable, Relevant, and Time-bound) with one or two goals for areas they would like to continue to improve instruction. Any SMART Goal template is acceptable.
Step 10: Ask the teacher to share their thoughts of the clinical supervision method focusing on teacher support and student achievement, and how you may continue to develop your skills with supervision development. Include your reflection and their thoughts in your summary paper.
What to include in the Signature Assignment Document ~ Submit all components as one document with headings to identify each:
Narrative of the entire process with timeline (2 pages) – 5 pts
Walk-through tool based on your district or one you chose to use – 5 pts
Observational Data Collection evidence, at least 3 techniques used in the full observation – 20 pts
Lesson Plan review (in narrative form) – 5 pts
Planning Conference summary – 5 pts
Complete your district’s Teacher Evaluation instrument – 10 pts
Teacher SMART Goal for Continuous Growth – 5 pts
Teacher assessment of the process and your skills (narrative) – 5 pts
Written reflection of your supervision skills and aptitude – 10 pts
Log, to include, Date/Brief Descriiption of Activity/Time/PSEL/Reflection – 5 pts
Total your hours at the end
Total points for this document = 75 pts
Signature Assignment Rubric = 25 points (100 total points)
Levels/Criteria
Approaching – 1 pt
Meets – 3 pts
Exceeds – 5 pts
2.3 Program completers understand and demonstrate the capacity to model ethical behavior in their personal conduct and relationships and to cultivate ethical behavior in others.
Candidate is developing ethical behavior with coaching.
Candidate models ethical practice.
Candidate models ethical practice and cultivates ethical behavior in others.
3.1 Program completers understand and demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture.
Candidate is developing an understanding and skills to demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture which includes equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
Candidate understands and demonstrates the capacity to use data to evaluate, design, cultivate and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
Candidate clearly understands and demonstrates the capacity to use data to evaluate, design, cultivate and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
3.2 Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
Candidate is developing an understanding to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
Candidate satisfactorily understands and demonstrates the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
Candidate clearly understands and demonstrates the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student.
4.2 Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems.
Candidate is developing an understanding and building capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems.
Candidate understands and demonstrates the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school’s academic and non-academic systems.
In addition, the Candidate demonstrates the capacity to plan and implement strategies for improving the impact of academic and non-academic practices, resources, technologies, and services that support student learning.
7.4 Program completers understand and have the capacity to evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success.
Candidate is developing capacity to:
*observe teaching in a variety of classrooms,
*gather and review district policies on instructional expectations,
*provide teaching staff with actionable feedback to support improvement, and
*develop a system for monitoring whether supervision and evaluation strategies promote improvement.
Answer & Explanation
Solved by verified expertClinical supervision and teacher development are two related concepts that are commonly used in the fields of education and healthcare. While they have some similarities, there are also some important differences between these two concepts.
Clinical supervision is a process that involves a trained supervisor working closely with a practitioner in a clinical setting. The aim of clinical supervision is to support the practitioner in improving their clinical skills, knowledge, and practice, and to ensure that the care provided to patients is of the highest possible quality. Clinical supervision can take many different forms, but it typically involves regular meetings between the supervisor and the practitioner, where the practitioner presents cases and discusses their
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Step-by-step explanation
work with the supervisor. The supervisor may provide feedback, guidance, and support to help the practitioner improve their skills and practice.
Teacher development, on the other hand, is a process that involves supporting teachers in improving their teaching skills, knowledge, and practice. Teacher development programs may include workshops, training sessions, coaching, mentoring, and other forms of support. The aim of teacher development is to help teachers become more effective educators, to improve student outcomes, and to support the ongoing growth and development of the teaching profession.
While clinical supervision and teacher development are distinct concepts, there are some important similarities between them. Both involve a process of ongoing learning and growth, and both are focused on improving the skills, knowledge, and practice of the practitioner. Both clinical supervisors and teacher developers need to have strong communication and interpersonal skills, and both need to be able to provide feedback and support in a constructive and helpful way.
In summary, clinical supervision and teacher development are two important concepts in the fields of healthcare and education, respectively. While they have some similarities, they are also distinct processes that are tailored to the specific needs of practitioners in different fields. Both are critical to improving the quality of care and education provided to patients and students, and both require ongoing support and commitment from supervisors and practitioners alike.
