CLINICAL SUPERVISION OF TEACHERS.
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Evolution of this process, emphasizing ideas of Robert Goldhammer. Theory, the supervision sequence, qualification, training, purposes.... More...
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Paper Abstract:
Evolution of this process, emphasizing ideas of Robert Goldhammer. Theory, the supervision sequence, qualification, training, purposes.
Paper Introduction:
Robert Goldhammer
Robert Goldhammer was an educator who strongly believed that teachers should have ongoing supervision in order to continue their effectiveness and to maximize pupil learning. He was an early proponent of the process of "clinical supervision," a term coined by his mentor, Morris Cogan, during their mutual work at Harvard (Krajewski & Anderson, 1980, p. 421). He refined Professor Cogan's eight step process, called "the cycle of supervision," to a less complex method of five stages, which he called the "sequence of supervision" (Krajewski, 1982, p. 39). His landmark text, Clinical Supervision: Special Methods for the Supervision of Teachers (Goldhammer, 1969), was the first in this new field.
The ideas for clinical supervision found their roots in the
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term coined by his mentor Morris Cogan during their mutual he called the sequence of supervision Krajewski trained principals supervisors teachers and student teachers for their positions forteachers and administrators who were excited about the new a framework of counseling psychology always about the possibilities of improvement Goldhammer Preface His text relevance of current curriculum stating that the washed-outversion of life put forth enemies in their own block and neighborhood p Thisdiscrepancy between administrators who wished improvedsupervision for just as his book was nearly ready for publication His was not arecognized discipline within the time of the first text there were still notions about how to trainand administer from the methods of supervision to an emphasis of the Harvard-Newton programs In Richard or issue themes of journalsuntil In that year the tend to emphasize method not theory services for in-service training and supervision courses teachers Howcan supervisors find the time to do creates productivetension for both the teacher and supervisor Version of Clinical Supervision Goldhammer developed a Five-Stage sequence teacher renewtheir familiarity with each other's intellectual why the supervisionshould take place and how the conference The data gathered theteachers test reality and should result in heightened should be for the conference Too often inthe past supervision it sensibly to the teacher Goldhammer p Stage The is most likelyto succeed if the supervisor can accept the together review the competencies that the teacher is working may be affectingthe teacher's capabilities Although this is things may be discussed to furtherenhance the teacher's aware of episodes during the observation or conference may self-question What kinds of rewards do I offer Are He deplored the fact thatsupervision was supervisors and teachers like a breathof fresh air bringing a school's mission and needs be to have their work viewed by otherprofessionals must have expertise in theanalysis of teaching and in applying to jumpto the application level without a solid theoretical base sensitive to the new teacher whowants to objectivityand flexibility Krajewski p Goldhammer abhors the and this obvious double standard demoralizes the teacher'sissues not the supervisors although there must match in these areas of their values theterms in which they resistance to the term clinicalsupervision because of negative was actually eagerly advocated by Goldhammer's methodof clinical means that there is a real personal in turn the teachers could p so that the teacher may teaching and a supervisor who The supervision must be mostly analytical lack of time andmoney few trained when byvirtue of its existence everyone inside the those beside him These are the values thatmotivate teaching to those particularmodes greater learning wrote much of interpersonal closeness being the aim their particular needs and classroom These determinations arejointly derived not feel bound to stick to a patterned affectinginterests and learning Krajewski Anderson pp Underthese constantly shifting saw clinical supervision as something to becarried out always in better teaching andguidance of pupils in the classroom wrote of a five-step process participants as real people distinct individuals with strengthsand weaknesses which there might be a relationship The mission of clinical all Neither supervisor nor teacher is themwith the hows Krajewski p Both participants instructors p The Supervisors must be thedriving force Anderson Krajewski p but the goals are certainly Goldhammer R Clinical supervision Special methods forthe supervision of teachers supervision A conceptualframework Journal of Research and Development in to continue their effectivenessand to maximize pupil learning He called the cycle ofsupervision to a new field The ideas for clinical supervision found their roots University of Pittsburgh These trainingprograms in the educator having spent years as a student and wrote his book because of use of systematic supervision inthe schools In cynicism loneliness neurosis bastardy atheism tension self-doubt Friends in Ecuador areat a severe own minds Goldhammer wanted his book to culminate in anauthor who really cares about things published in Theory or Research Base of Clinical Supervision At be punitive and supervisors not knowing what machines and supervision asjust plain trouble-making Goldhammer p of Goldhammer's death When Krajewski and Anderson revised the than the underlying rationale p full description of the process Goldhammer Anderson Krajewski p Contemporary Education also featured clinical supervision asa theme topic As the public calledfor more accountability the school systems skills needed for supervisors Why should there be supervisors What receptive Krajewski summarizes the theory of clinical for improving instruction goal-oriented systematic yet preobservation conference provides a mental framework establishes communication revise them They share goals happensduring the teaching in order to be able can see things the teacher cannot Another pair of Stage The analysis and strategy is to make sense posture Instead thesupervisor gleans information about to the supervisor and it is almost never acceptable to the teacher a form of adult reward which help There is talk about issues that either It is instead an intimate visit pp Stage The post-conference analysis is for the process may be done with well as constructing a practical method forsupervisors and teachers or for student teachers grades necessaryqualifications of a supervisor This person should must be the delicate capability of winning thetrust of more experienced than those they is the most difficult level of thinking Krajewski themethod Supervisors need skills in adult psychology time adequate training in all of these to teach teaching and being and supervisor shown by affection for If the relationship is too one-sided the sensitivity andpsychological investment teachers' emotional capacities theircognitive essence Goldhammer p Overall Mission psychiatry or manipulation Goldhammer pp It suggests cold teacherdoes And eye-to-eye it is shared with clinical supervision was toprovide close frame of reference of the teacher his there and affect what happensthere intelligently and effectively be in the context of intimacy These closed humaneand creative Goldhammer p ofteacher unions the aim of feel a strongand beautiful awareness of his own individual teachers pay attention to specificlearning goal by providing the same forthe teachers and concepts so thatthey may together productively formulate their own are times when flexibility is necessary inside factors and outside conditions inorder to make the methods work in enhances emotional social scholarly and general mind-sets it is better accepted as needs aspirations talents and goals of bothpersons in which a Although he does not elaborate on humanistic psychology inconnection with order but ina relationship among the three encouraged to bring their whole selves tothe teaching-learning and responsibility and it is thesupervisor's place to seem to concur that at present clinical supervisionremains like music our dreams we canproclaim those dreams and the supervision of teachers Rev Ed New York Robert Goldhammer Robert Goldhammer was an educator who strongly work at Harvard Krajewski Anderson p p His landmark text Clinical Supervision Special Methods for the Goldhammerwas a faculty member in the Harvard-Lexington program and concepts ofcooperative teaching and team teaching Goldhammer Foreward Goldhammer's viewpoint stressing the necessityfor humane relationships in the schools and is a free-wheeling yet deep-thinking personalanalysis that he has seen noteaching on the in the schools does not match their reality andthey life according to school and real their teachers He was praised by his colleagues Anderson and Krajewski finalized the book field of education Both its motivationand methods seemed to few universitiesoffering degree programs in clinically oriented in the field were undecided onthe concept of supervision This shift is not Weller wrote Verbal Communication in winter issue of Journal of Research andDevelopment in Education p Thus according to Krajewski pp clinical supervisionentered the Still understanding clinical supervision is not easy the work And how can To reduce that tensionrequires supervision knowledge and training mainly in Preobservation Observation Analysis and Strategy Conference and style and expressiverhythms They establish mutual understanding it should proceed Goldhammer pp Stage must be true verbatim questionsand answers not general The amount autonomy of theteacher This visit is always was about superficial aspects of teaching conference is when both the teacher and the supervisorspeak about occurrence of problems in theclassroom on and the supervisor gives a counseling-guidancesetting at no time does the conference capability to teach the students The twoparticipants revise whicharoused strongly positive or negative feelings in either of us behaving instereotyped aspects of our roles Is seen in watchdog terms something to be avoided at positive viewpoint and teachers could at last seeeach other's work able to create andmaintain an atmosphere that is mutually supportive Krajewski Anderson p Supervisors don't necessarily the principles of learning in apractical way Krajewski The supervisormust be a sort of bridge succeed and the experienced teacher who wishes not to almostuniversal deficiency among supervisors in sensitive teachers Goldhammer viii In a be some sense in therelationship of how the emotionand personality Is necessary to cultivate have learned to meet anxiety and altogether connotations attached to the word clinical These could supervision Krajewski Anderson p Goldhammermerely relationship betweenthe supervisor and teacher built upon mutual foster such personalrelationships with their students and enhance find his way into the labyrinth ofJohnny's is willing to beas vulnerable as the teacher Any evaluation rational unmysterious It should enhance actualize and fulfill It must supervisors no one to supervise the supervisors lackof consensus school will know better why heis there will our work and give rise to our ambition Goldhammer p will happen Clinical supervision ideally is Inthe ideal relationship between supervisor and teacher the skilled always with sensitivity to the routine day in andday out The best use conditions the mission of clinical supervisionis that both a humanistic process Shane and Weaver calledclinical supervision a form Krajewski p As clinicalsupervision both in the rationale similar to Goldhammer's with a similar mission but a variation will be humanistically addressed Krajewski p From time to supervision is one of educating the wholeperson demeaned to the role of a must know understand and accept each other's role behind the establishment of healthy worthwhile Whilewe cannot obviously make New York Holt Rinehart Goldhammer R Anderson Education Krajewski R J Anderson R H was an early proponent of the processof clinical supervision a less complex method of five stages which in the Harvard-Lexington and Harvard-Newton programs which early s were an introduction to planned supervision years as an educator His orientation comesfrom unhappiness with the schools and becauseof excitement the opening chapter of his book pp he irreverentlycriticizes the wrecked carsand cockroaches The students quite early perceive disadvantage for the students attention compared to theirfriends and questions and to providean immediately useful method for that matter Goldhammer died in the time of Goldhammer's writing clinical supervision they were doingnor why At the There was not yet asolid curriculum in supervisor education and first text there hadtranspired a slight shift Two other major texts grew out No other works appeared as texts Dissertation studies mostly by students of Goldhammer andCogan attempted to meet their demandwith consultant are the risks to the supervision as follows Deliberate intervention into the instructional process flexible requiring role delineation mutual trust andrapport nurturance pp Goldhammer's and relaxation The supervisor and and groundrules and set a contract an explicit agreement about to discuss it intelligently laterduring eyes ispresent This increased information creates an Opportunity to help out of the dataand to decide what the goals teacher and student behaviors andprepares to communicate to conductan observation without a follow-up conference Supervision is very rarefor most teachers They have sensedintuitively and discussion of situational variables that face-to-face mutuallytrusting meeting in which personal the supervisor to lookinward to be taperecorder and playback of the conference Here the supervisor working together strongly favored humanerelationships between these professionals vii Teamteaching had opened new vistas for be highly skilled inthe understanding of the teachers who simply don't like observe empatheticand people whom the teachers do not fear They p and it does students and teachers both a disservice management andobservation instrumentation They must be areas plusmastery of technology video and audio tape capabilities of observedwhile teaching Supervisors themselves often cannot exemplify goodteaching eachother compatible intensity and rate of growth and focus on teacher becomes too vulnerableand cannot function p A good views their views of life and of the world of Clinical Supervision There has been over the years a rigid inhuman procedures which leave out thepersonal element that another human adult thesupervisor It intimate relationships for the sake of the teachers'learning so that values his ideals his concepts his feelings and his anxieties p This requires a teacher whois committed to learning and close relationships are for the purpose of examination ofteaching behaviors Although in actual practice there are obstacles clinical supervision will be realized identity and a community ofspirit and enterprise with styles of students and match their improved classroom instruction can be a reality Krajewski p Goldhammer processes and changethem to fit and the teacher andsupervisor need social andtechnological which bear upon both teachers and students the school system today p Goldhammer essentially mental developmentas important and related parts of their progress toward a valuable instructionalprocedure Abrell in trusteeship is to take place This viewpoint definitelysees the his own philosophy it seems that works to a synergistic benefit of process to be aware of the whys and integrate insure that these wholesome conditions exist equallyfor new and seasoned heard from a room far away Goldhammer let ourselves be guided by them Krajewski Anderson p References Holt Rinehart Krajewski R J Clinical believed that teachersshould have ongoing supervision in order He refined Professor Cogan's eight step process Supervision of Teachers Goldhammer was the first in this for five yearshe served on the faculty of the was strongly that of an an intimate mutuallysupportive relationship between the supervisor and teacher He with an impassioned plea for the family that embodies disaffection divorce come to distrust teachers and schools Our life can also causethe students to doubt their colleague RobertAnderson Goldhammer Foreward as a professionals professional for printing and also revised asecond edition which was be random and archaic with teachers expectingsupervisors to educational supervision Teachers had been regarded as teaching Literature was just beginningto take shape at the time complete and there is stillmore talk about Procedures InstructionalSupervision and in Cogan's Clinical Supervision provided rationale anda featured the theme of clinical supervision Thefall issue of past decade as a warmly pursued There are stillmore questions than answers What are the they persuadethe teachers to be collecting data Clinical supervision is a method Post-conference Analysis Post-mortem Stage The of the teacher's plans rehearse them if necessary and The observation is for the purpose of seeing what of data gathered is increased becausethe supervisor by appointment never a surprise such asthe bulletin board display or the teacher's physical what happened This meeting signifies that the teacher isimportant without attaching any stigma to the teacher The supervisorgives feedback informational assistance or referral to othersources of veer into what Goldhammer calls thebig T Therapy the supervisory contract and plans are made for thenext order to evaluate thesupervisory performance This portion of there any semantic confusion Goldhammer p Goldhammer's ideas as allcosts generally relating to disciplinary sanctions tenure salaryincreases promotion Professionals in this field concern themselves with the and conducive topositive change There need to be master teachers but theymust be experienced Anderson p Halverson notes thatpractical application who helps the teacher move from the concept to fail andlose status Supervisors need their inability to deal with theemotional ramifications of learning more positive vein Goldhammer encourages constructiveintimacy between teacher teacher contributes to the supervisors development effective supervision Good teaching requires intimacy empathy theirrelationships to themselves represent their teaching include anything having to do with medicine disease pathology intended for this term to mean face-to-face It's what the purpose Goldhammer believed the mission of their learning Thesupervisor must sensitively know the experience to know what goes on of the students or teachersneeds to produceobjective measurable accomplishments It must be open not about the purpose of supervision the bargaining power want to be there and inside that place will It has been found that when aconcept and a process that can aid in this teacherof teachers works with his student with the supervision particular concerns of theteacher There of clinical supervision allows for the change thatconstantly occurs teacher and supervisor master important underlying concepts of professional support system for educatorsthat and method aspects becomes closer toeducators' in the second step He felt itimportant to identify the time Goldhammer mentions the philosophy of Rogersin his text child teacher and supervisor not necessarily in that mechanisticproducer of education both are These are conscious deliberatetasks undertaken with great thought workable productiverelationships with their teachers These writers promises that are as large as R H Krajewski R J Clinicalsupervision Special methods for February Goldhammer'sclinical supervision a decade later Educational Leadership term coined by his mentor Morris Cogan during their mutual he called the sequence of supervision Krajewski trained principals supervisors teachers and student teachers for their positions forteachers and administrators who were excited about the new a framework of counseling psychology always about the possibilities of improvement Goldhammer Preface His text relevance of current curriculum stating that the washed-outversion of life put forth enemies in their own block and neighborhood p Thisdiscrepancy between administrators who wished improvedsupervision for just as his book was nearly ready for publication His was not arecognized discipline within the time of the first text there were still notions about how to trainand administer from the methods of supervision to an emphasis of the Harvard-Newton programs In Richard or issue themes of journalsuntil In that year the tend to emphasize method not theory services for in-service training and supervision courses teachers Howcan supervisors find the time to do creates productivetension for both the teacher and supervisor Version of Clinical Supervision Goldhammer developed a Five-Stage sequence teacher renewtheir familiarity with each other's intellectual why the supervisionshould take place and how the conference The data gathered theteachers test reality and should result in heightened should be for the conference Too often inthe past supervision it sensibly to the teacher Goldhammer p Stage The is most likelyto succeed if the supervisor can accept the together review the competencies that the teacher is working may be affectingthe teacher's capabilities Although this is things may be discussed to furtherenhance the teacher's aware of episodes during the observation or conference may self-question What kinds of rewards do I offer Are He deplored the fact thatsupervision was supervisors and teachers like a breathof fresh air bringing a school's mission and needs be to have their work viewed by otherprofessionals must have expertise in theanalysis of teaching and in applying to jumpto the application level without a solid theoretical base sensitive to the new teacher whowants to objectivityand flexibility Krajewski p Goldhammer abhors the and this obvious double standard demoralizes the teacher'sissues not the supervisors although there must match in these areas of their values theterms in which they resistance to the term clinicalsupervision because of negative was actually eagerly advocated by Goldhammer's methodof clinical means that there is a real personal in turn the teachers could p so that the teacher may teaching and a supervisor who The supervision must be mostly analytical lack of time andmoney few trained when byvirtue of its existence everyone inside the those beside him These are the values thatmotivate teaching to those particularmodes greater learning wrote much of interpersonal closeness being the aim their particular needs and classroom These determinations arejointly derived not feel bound to stick to a patterned affectinginterests and learning Krajewski Anderson pp Underthese constantly shifting saw clinical supervision as something to becarried out always in better teaching andguidance of pupils in the classroom wrote of a five-step process participants as real people distinct individuals with strengthsand weaknesses which there might be a relationship The mission of clinical all Neither supervisor nor teacher is themwith the hows Krajewski p Both participants instructors p The Supervisors must be thedriving force Anderson Krajewski p but the goals are certainly Goldhammer R Clinical supervision Special methods forthe supervision of teachers supervision A conceptualframework Journal of Research and Development in to continue their effectivenessand to maximize pupil learning He called the cycle ofsupervision to a new field The ideas for clinical supervision found their roots University of Pittsburgh These trainingprograms in the educator having spent years as a student and wrote his book because of use of systematic supervision inthe schools In cynicism loneliness neurosis bastardy atheism tension self-doubt Friends in Ecuador areat a severe own minds Goldhammer wanted his book to culminate in anauthor who really cares about things published in Theory or Research Base of Clinical Supervision At be punitive and supervisors not knowing what machines and supervision asjust plain trouble-making Goldhammer p of Goldhammer's death When Krajewski and Anderson revised the than the underlying rationale p full description of the process Goldhammer Anderson Krajewski p Contemporary Education also featured clinical supervision asa theme topic As the public calledfor more accountability the school systems skills needed for supervisors Why should there be supervisors What receptive Krajewski summarizes the theory of clinical for improving instruction goal-oriented systematic yet preobservation conference provides a mental framework establishes communication revise them They share goals happensduring the teaching in order to be able can see things the teacher cannot Another pair of Stage The analysis and strategy is to make sense posture Instead thesupervisor gleans information about to the supervisor and it is almost never acceptable to the teacher a form of adult reward which help There is talk about issues that either It is instead an intimate visit pp Stage The post-conference analysis is for the process may be done with well as constructing a practical method forsupervisors and teachers or for student teachers grades necessaryqualifications of a supervisor This person should must be the delicate capability of winning thetrust of more experienced than those they is the most difficult level of thinking Krajewski themethod Supervisors need skills in adult psychology time adequate training in all of these to teach teaching and being and supervisor shown by affection for If the relationship is too one-sided the sensitivity andpsychological investment teachers' emotional capacities theircognitive essence Goldhammer p Overall Mission psychiatry or manipulation Goldhammer pp It suggests cold teacherdoes And eye-to-eye it is shared with clinical supervision was toprovide close frame of reference of the teacher his there and affect what happensthere intelligently and effectively be in the context of intimacy These closed humaneand creative Goldhammer p ofteacher unions the aim of feel a strongand beautiful awareness of his own individual teachers pay attention to specificlearning goal by providing the same forthe teachers and concepts so thatthey may together productively formulate their own are times when flexibility is necessary inside factors and outside conditions inorder to make the methods work in enhances emotional social scholarly and general mind-sets it is better accepted as needs aspirations talents and goals of bothpersons in which a Although he does not elaborate on humanistic psychology inconnection with order but ina relationship among the three encouraged to bring their whole selves tothe teaching-learning and responsibility and it is thesupervisor's place to seem to concur that at present clinical supervisionremains like music our dreams we canproclaim those dreams and the supervision of teachers Rev Ed New York
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