Reflective Summary of Clinical Supervision Model Essay

* Observe and record certain elements of the pupil’s academic work therefore taking some pressure off the teacher having to complete all observations themselves.

Critically analyse how clinical governance can ensure accountability of individuals and teams and that nursing practice is safe and of a high standard?

At Arts-Based School I did my observation in Leni Fragakis’s third grade class. This was the first observation I had done since learning about instructional design. Since learning it, I now have a new way of observing, I pay more attention to the teacher; how she implemented the lessons, what strategies she uses, and the types of assessments she uses. This gives me a better experience because before I was just paying attention to what the students were doing and their part in the classroom and now I am paying attention to so much more. Even though it is important to watch the kids, I now also know how important it is to observe the teacher, too. I was also able to observe what I am learning in class be used in the classroom.

“The principal must communicate a clear vision of instructional excellence, provide feedback to teacher through both the informal and formal processes of supervision and evaluation, and, finally ensure continuous professional development consistent with the goal of high student achievement for all students” (DiPaola and Hoy, 2014, p. 20). Supervision of teachers is a major responsibility for principals and it has a significant impact on school climate and student achievement. The supervisory process itself is very complex and requires principals to differentiate supervision styles from teacher to teacher. The purpose of this paper is to describe my first supervision experience that took place during the Fall 2016 semester at Rural Retreat High School.

After completing my clinical supervision project, I can reflect on multiple things I have learned about myself as a supervisor, including my approach to clinical supervision, my conference skills, and my strengths and weaknesses. I now recognize more than ever that effective supervisors must consistently self-assess their practice and make adjustments as necessary for continuous improvement, just as effective teachers do.

During my second scheduled observation, I was observed doing several things with the whole group. First I lined up the class and walked with the class to and from their bathroom break. I had students meet me at the carpet for a quick math fluency. This fluency involved up one/ down one. Then I had students go back to their seats and I guided them through rocket math. The last activity I did with the class that was observed, was a math application problem that was to be completed in student math journals. I had students solve a problem in their journals, and called a student up to come share their work with the class.

Currently, Miss Brandys is completing her clinical experience and is student teaching in a second-grade classroom at Madison Elementary School in Skokie, Illinois. As her university supervisor, there has been many occasions for me to observe her exchanges with students as well as evaluate the delivery of lessons.

I gained more confidence, leadership skills and team work abilities. It allowed us to stretch ourselves to the

reserving the clinical education model as it currently exists, especially in this time of health care reform and cost containment, will mean that we will have to continue to limit enrollments in advanced practice programs (AACN, 2012; IOM, 2011) and never achieve an increasingly diverse public's need for greater access to primary care. Even the recently released update from the National Organization of Nurse Practitioner Faculties, Criteria for the Evaluation of Nurse Practitioner Programs (2012), the valuable work

story. This is a great way to make sure that the students were really following along

“There is an unequivocal correlation between student achievement and teacher quality.” Direct supervision and evaluation of teachers should effectively address teacher quality, and thereby effect student learning and achievement. Bret Range, an associate professor of educational leadership at the University of Wyoming has written two papers and maintains a blog related to teacher supervision. His research indicates, “the key to teacher development lies within well-planned teacher supervisory activities.”

In earlier units we discussed various ways of working with teachers; individual discussions, group or team meetings, and values clarification interactions. The purpose of these interactions is to build trusting relationships and interpersonal networks among teachers and supervisors who are committed to professional development and increased student learning. Though we have hinted at it; we have never formally explained a general method of organizing your time as a supervisor. For your work with individual teachers, we recommend the general method called “clinical supervision,” a name originated by Morris L. Cogan. He was our original mentor in supervision, along with James G. Holland. He was at the University of Pittsburgh at the time.

Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the teachers and students’ actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable. This paper will select video 5 and video 3 as the material to do the classroom observation. Different aspects such as teachers’ responds, questions, instructions notes and students’ behavior will be addressed to analyze the efficacy of this class.

Everyone remembers that one teacher. The teacher who was their favorite. The one teacher who they, as a student, looked forward to each and every class lecture. Through all the dry and tedious class presentations, these teachers woke the class up with their animated passion for what they were teaching and the unmistakable desire for their students to learn. The purpose of this reflective journal is to discuss this week’s assignment readings while connecting how this information will improve my skills related to clinical teaching.

During a pilot of the observation checklist, the researcher attended class for more than one week and quietly observed the teachers, writing down the information related to my search, that is my specific focus on the applications of sub elements of communicative competence.