In the field of teacher education, it is well documented that the most influential part is the clinical component, often referred to as student teaching or the practicum experience (Cochran-Smith, 1991; Darling-Hammond, 2014; Evertson, 1990). During the practicum, there exists a triad of three individuals: a university supervisor, a K-12 classroom…

Researchers conducted a qualitative, phenomenological investigation of the clinical supervision experiences of nine early career school counselors using semi-structured interviews. Researchers discovered six themes and related subthemes regarding clinical supervision experiences, including (a) challenges, (b) support, (c) knowledge, (d)…

This study examines the effects of professional development on the content and frequency of university supervisor (n=6) written feedback related to supporting emergent bilinguals in order to improve the quality of observational evaluations provided to elementary and secondary pre-service teachers. Findings reveal supervisors' post-intervention…

The author shares summaries of the supervision literature along with personal reflections and recommendations to discuss supervision's past, present, and future. Topics from the past include the heyday of clinical superevision, the University of Georgia's Department of Curriculum and Supervision, important concepts introduced by supervision…

Purpose: The purpose of this phenomenological study was to understand and systematically describe the essence of the relationship and learning experiences between student teachers and their cooperating teacher during their clinical fieldwork in two school districts in southern California. Methodology: A phenomenological design was used to explore…

The purpose of this paper is to explore the processes and features of one P-16 partnership developed to improve the clinical experience of teacher preparation. The development of partnerships reflects a commitment among institutions to collaborate in a purposeful manner with a keen awareness that each partner must seek to better understand and…

Student teachers and beginning teachers in most states are required to receive supervisory visits. These visits are meant to ensure that student teachers and/or beginning teachers are demonstrating effective teaching behaviors and warrant progression to initial certification (or licensure) and/or endorsement as professionals. One of the first…

The purpose of this qualitative research was to describe and analyze the ways in which newly inducted supervisors (in the first three years of their work) tasked with clinical supervision, cognitive coaching, and similar forms of developmental instructional supervision were engaged in a "reflective dialogue" between their supervisory…

New assistant high school principal, Gwen, and veteran English teacher, Anita, disagree on Gwen's approach to instructional leadership. Gwen's focus as a supervisor is on raising student achievement test scores. She prefers to make brief visits to classrooms, and she knows exactly what she wants to see happening during those visits. Anita views…

Applies Donald Schon's concept of the "reflective practitioner" to Robert Goldhammer's clinical supervision cycle (pre-observation conference, observation, analysis and strategy, supervision conference, and postconference analysis), stressing personal growth purposes for teacher and supervisor alike. Explores a clinical supervisor's…

Developmental supervision requires the instructional leader to use alternative supervisory approaches to help teachers improve their instruction and cognitive growth. In a study attempting to match supervisor approach to teacher conceptual level during actual postconferences, participating supervisors' perceptions of all three approaches upheld…

Relates Carl Jung's concept of psychological functions to four families of clinical supervision: the original clinical models, the humanistic/artistic models, the technical/didactic models, and the developmental/reflective models. Differences among clinical supervision models within these families are clarified as representing "communication…

A Michigan teacher evaluation system has two goals: to improve instruction and provide for professional growth. Emphasizing clinical supervision, the system calls for the supervisor and teacher to share equally in the challenge of expanding the teacher's classroom skills. (MLF)

By examining the structures and activities common to six case studies of clinical teacher supervision, this article identifies five conditions that facilitate changes in teacher thinking and behavior: development of a supportive, collegial relationship; teacher control over supervision products; continuity over time; focused, descriptive records…

In all professions, the development of the field rests on an established knowledge base and on newer, emerging information. As a discipline, instructional supervision has been influenced by both evaluation-based and clinically oriented theories. This paper presents findings of a study that sought to determine the degree to which various…