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Professional Development through Clinical Supervision

Educational Measurement for Continuous Professional Development March 26 and 27, 2011 Broumana , Lebanon. Professional Development through Clinical Supervision. Dr. Samar Sinno Amal Farhat Lebanese University. Outline. Background Research Question Method of Study Tools Process

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Professional Development through Clinical Supervision

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  1. Educational Measurement for Continuous Professional Development March 26 and 27, 2011 Broumana, Lebanon Professional Development through Clinical Supervision Dr. Samar Sinno Amal Farhat Lebanese University

  2. Outline • Background • Research Question • Method of Study • Tools • Process • Skills addressed in data collection • Findings of the Study • Conclusion • Summary • Recommendations for further research • Recommendations for practitioners

  3. 1. Background- Clinical Supervision Clinical supervision is a systematic cyclic form of supervision that is consistent with formative evaluation intended to improve classroom instruction. This is done by: • Relating theory and practice • Promoting collaboration in school settings • Developing autonomous reflective teachers • Creating a professional learning environment

  4. Background- Clinical Supervision: Glickman et al. • Post conference • observation • Feedback from the teacher on the process • Supervisor tries to make sense of the data collected: • counting up frequencies, • Looking for recurrent patterns • Checking for performance indicators • … • Supervisor & teacher meet to discuss & interpret data • Plan for improvement is agreed upon and objectives to meet by following observation are agreed upon • Supervisor & teacher meet to discuss lesson objectives and methods • Supervisor collects objective data without interpretation • Pre observation conference • Critique • Analysis & Interpretation Objectives the teacher tries to meet for the following classroom observation

  5. Outline • Background • Research Question • Method of Study • Tools • Process • Classroom Skills • Findings of the Study • Conclusion • Summary • Recommendations for further research • Recommendations for practitioners

  6. 2. Research Question Does clinical supervision have an impact on teachers’ classroom performance?

  7. To answer the question 3. Method of Study • Designed 4 tools to collect data • Conducted 3 supervisory cycles at intervals of 1 month in 3 different schools • Collected data pertaining to classroom performance skills • Compared data from the 3 cycles to check for the impact of clinical intervention on teachers’ performance skills.

  8. Method of Study Experience in supervision Literature on supervision Research Problem Data collection tools Classroom observations + Conferencing + Teachers’ Reflective Logs + Teachers’ Final Reflection Qualitative data compilation Statistical analysis Contrast & Triangulation Analysis and Interpretation Discussion + Conclusion + Recommendations

  9. Method – Process of Collecting Data Clinical Cycle 1 Clinical Cycle 2 50 REFLECTIVE LOGSprepared by teachers Clinical Cycle 3 30 REFLECTIVE LOGSprepared by teachers (n=30) method

  10. Method - Collecting Data Tools • Supervisor’s Assessment of Classroom Management Skills • Performance Improvement Plan • Teacher’s Reflective Log • Teacher’s Final Reflection on Supervisory Process

  11. Method - Data collected Classroom Performance Aspects • Aspect I Skills: Beginning the lesson • Aspect II Skills: Managing the lesson and activities • Aspect III Skills: Lesson planning • Aspect IV Skills: Verbal interaction • Aspect V Skills: Use of the chalkboard • Aspect VI Skills: Managing discipline • Aspect VII Skills: Communication skills

  12. 6. Findings of the Study • Qualitative Data • Quantitative Data

  13. Findings of the Study 1. Overall improvement in skills across the three observations • Significant Performance Improvement • Aspects II, III and V Skills • Aspects IV, and most of VI 2. Skills that did not improve • Skills Requiring Theoretical Base • Some of Aspect VI Skills • Aspect I Skills

  14. Findings of the Study 3. Teachers’ Perceptions of the Supervisory Process Teachers praised the clinical supervisory process for: • engaging them • providing them with new techniques they could implement in their classrooms • allowing them to voice their opinions concerning their practices freely. The clinical cycles left the supervised teachers: • with a perception of self-growth, improvement and efficacy • satisfied

  15. Findings of the Study • Quantitative Data T-test Results • mean score of observation 2 (mean = 84) and observation 3 (mean = 82) were significantly greater than the mean score of observation 1 (mean = 62). • no difference was detected between mean scores of observation 2 and observation 3 (p-value > 0.05). • results of the analyses on separate management aspects were found to follow a similar pattern to the overall analyses • Highly significant results (p < 0.01) were observed for Aspects II and I Skills

  16. 7. Conclusion • The three clinical supervisory cycles had a strong impact on the teachers’ classroom performance. • teachers’ implementation of the skills addressed in the post observation conferences increased. • Implementation, improvement, and transfer were most detected in skills that could be considered technical in nature, that is, do not require a strong theoretical background or base. • use of the board • managing lessons and activities • bridging lessons to previous knowledge • circulating while students are on task • setting a time limit for activities • finishing the lesson a little before the bell • ending the class with a summary of lesson objectives.

  17. Conclusion • Teachers’ attempt at experimenting and implementing those skills that require pedagogical knowledge was highly detected but did not prove to be successful at all times. • such skills require more practice, reinforcement and theoretical knowledge before competent practice and skill transfer are to be expected. “…successful change involves learning how to do something new” (Fullan & Hargreaves, 1992). • The study results strongly indicate that administrative policies could very well reinforce the work of the instructional supervisor.

  18. Conclusion – Suggestions for Further Research • It is worthwhile to conduct research on clinical supervision where the researcher is a full time supervisor to: • study how applicable and practical it is for the clinical supervisory processes to be differentiated according to needs of different teachers. • allow to test whether sustained professional development • create a professional culture in which the staff of the school develops common pedagogical understandings and perceptions

  19. Conclusion - Recommendations for Practitioners and Educators • Clinical cycles that follow professional workshops could be the ideal clinical practices: • clinical interventions would serve as the practical reinforcement of the theoretical workshops and courses • linking theory to practice, the new trend many educators call for today would be fulfilled

  20. Thank You

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