The Essential Characteristics and Assumptions of Clinical Supervision Acheson and Gall Techniques in the Clinical Super

1. The Essential Characteristics and Assumptions of Clinical SupervisionAcheson and GallTechniques in the Clinical Supervision of Teachers Johns Hopkins University School of Professional Studies in Business and Education 2006

2. In order to improve instruction, teachers must learn specific intellectual and behavioral skills. Johns Hopkins University School of Professional Studies in Business and Education 2006

3. Supervisors should take responsibility for helping teachers develop . . . Skills for analyzing the instructional process based upon systematic data. Skills for experimentation, adaptation, and modifications of the curriculum. A broader repertoire of teaching skills and techniques.

4. Supervision emphasizes what and how teachers teach. The aim is to improve instruction, not change the teacher’s personality. Johns Hopkins University School of Professional Studies in Business and Education 2006

5. The planning and analysis of the lesson focus on making and testing instructional hypotheses based upon observational data. Johns Hopkins University School of Professional Studies in Business and Education 2006

6. The pre- and post-conferences deal with a few instructional issues that are important, relevant to the teacher, and amenable to change. Johns Hopkins University School of Professional Studies in Business and Education 2006

7. The feedback conference concentrates on constructive analysis and the reinforcement of successful patterns rather than on the condemnation of unsuccessful patterns. Johns Hopkins University School of Professional Studies in Business and Education 2006

8. The cycle of planning, observation, and analysis is continuous and cumulative. Johns Hopkins University School of Professional Studies in Business and Education 2006

9. Supervision is a dynamic process of give-and-take in which supervisors and teachers are colleagues in search of mutual educational understanding. Johns Hopkins University School of Professional Studies in Business and Education 2006

10. Individual teachers have both the freedom and the responsibility to initiate issues, analyze and improve their own teaching, and develop personal teaching styles. Johns Hopkins University School of Professional Studies in Business and Education 2006

11. Supervision can be perceived, analyzed, and improved in much the same manner as teaching can. Johns Hopkins University School of Professional Studies in Business and Education 2006

12. Supervisors have both the freedom and the responsibility to analyze and evaluate their own supervision in a manner similar to teacher’s analysis and evaluation of their instruction. Johns Hopkins University School of Professional Studies in Business and Education 2006