![]() During this phase, the teacher and supervisor discussed the data. The supervisor gathered the data from the observation with the goal of assisting teachers “in creating evaluations of their own teaching” (p. Using the framework outlined in Phase 1, the supervisor observed the teacher in the classroom. The teacher and supervisor determined the details of the observation during this phase. The purpose of this phase was to establish a conceptual framework for the observation. Goldhammer devised a five-phase clinical supervision approach that entailed instructors and supervisors engaging in a reflective conversation. Experiencing these features may not only lead to participants’ professional growth but also result in teachers' and supervisors’ constructive collaboration.Ĭlinical supervision, according to Cogan, can be categorized into eight sequential steps: Phase 1: establishing the teacher-supervisor relationship Phase 2: planning with the teacher Phase 3: planning the strategy of observation Phase 4: observing instruction Phase 5: analyzing the teaching-learning processes Phase 6: planning the strategy of the conference Phase 7: the conference Phase 8: renewed planning Many authors (Peake, Nussbaum, and Tindell Worthen and McNeill ) as cited in the work of Nel and Fouche have acknowledged that the relationship between teachers and supervisors must consist of warmth, acceptance, respect, understanding, and trust. ![]() The most crucial point noted across these topics was the quality of the supervisory relationship. They believe that, in recent years, effective supervision practices have been developed for the purpose of securing teachers’ emotional support, self-acceptance, personal growth, and autonomy. Nel and Fouche identified supervision as one of the contributing factors which predispose teachers to gradual educational development. As a result, classroom observation was identified as a key tool in the improvement of teaching practice and considered to be the principal means of reinstating what is regarded as “core” in education (, p.17). In accordance with a new policy focus, a package of reforms and initiatives targeted at evaluating achievement and raising standards with the stated goal of enhancing the quality of teaching and learning was developed. In the view of O’Leary, the English education system in recent times has been under an ongoing reform agenda. Due to the variety of problems caused by traditional supervision, the cooperation between teachers and supervisors was minimal. It exclusively focused on teachers, not on the teaching process or students’ achievements. The traditional supervision model was conducted by single individuals (supervisors) with the purpose of fault-finding in an authoritative, threatening, noncollaborative manner. In the light of the novel approaches to teaching methods and strategies in the new millennium, systematic classroom observation emerged as an important multipurpose vehicle for educational policy-makers to appraise the instructors’ performance in order to enhance teaching quality and improve students’ outcomes. One of the prime concerns of any educational system is to create an effective learning environment that improves students’ academic skills and competencies as well as their social and emotional growth. The results of the study indicated that CSM can be potentially effective in encouraging critical thinking, providing more constructive feedback in postobservation meetings, and improving the teaching quality of both teachers and supervisors. The empirical findings in this investigation provided a new understanding of the probable effects of implementing CSM on supervisors’ general attitudes towards both teaching and supervisory careers. ![]() Considering the nature of the investigation, it was decided to employ the Transcendental Phenomenology (TPh) approach to analyze the data in order to determine the supervisors’ accurate perceptions and lived experiences regarding the nature of taking on a supervisory role and the effects of implementing CSM on their teaching career. ![]() By applying qualitative case study design, the required data were collected by conducting two distinct phases of classroom observations, accompanied by semistructured interviews. In order to gather the required data, two highly experienced supervisors were recruited according to the degree of homogeneity of the educational context in which they were working. This study set out to determine the possible impacts of implementing the Clinical Supervision Model (CSM) on supervisors’ philosophy of teaching, in both theory and practice.
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