Clinical supervision, or in other terms, classroom observation practice and feedback is a tool that is often used in evaluating the performance of teachers. However, its extent in which teachers are assisted to improve on instruction delivery is questionable. Owing to this, the classroom walkthroughs, which are not meant for evaluation but rather for the purpose of developing professionalism are rapidly increasing in popularity.
Instructional leadership is a very essential element in improving teaching and learning, it also plays a highly significant role in achievements of a student. For schools to adapt and respond, there must be existence of systems that are capable of creating the capacity to jointly process and apply the know-hows about learning and teaching. Learning within the school is nurtured when it becomes possible for a group to identify a problem, and come up with a collective plan to solve it.
The walkthrough model provides an efficient method that allows collection of data that involves institutional practice and provision of feedback. For this model to be successful, the leadership team is at least required to use a third of their time in classroom. With school heads taking more time in classes the teachers too will give a very positive perception to the authority including the principal.
In order for the teachers to improve on their quality, leadership becomes very basic. The improvement of schools relies much on working relationship between teachers and instructional leaders. It becomes possible to sustain the success of an organization when leaders become teachers for others.
This model encompasses collection of data and evidence by use of random and constant visits to the classroom. The observation should take place between 2 minutes up to 40 minutes. This gives the basis of curriculum and instructional development in schools. Various schools have however invented their own models to be used in this task.
This model provides a specific response to the teachers with respect to evidence obtained and snapshot data collected. This feedback when presented to an observer, he or she is able to deduce relevant information about the operations of the whole process. The model gives an opportunity to learn from other participants, collect information on the student learning mode and the various instructional practices. This builds a better exchange of the conversation between the teacher and the student. This mode provides a mechanism for better learning and teaching practice.
During its worst, the model can be seen or used as a compliance check. This is done to ensure that tutors, teachers are adhering to the top initiatives set. This should however be done under the understanding that performance is always low when teachers and tutors are worried of falling into trouble with the administrators. It should therefore be designed in a manner that emphasizes on collaboration between the two parties. This model mostly brings a picture of lack of professional accountability by both parties. This thus places them at loggerheads.
Restoring a walkthrough tool that is inadequate is not enough to independently transform a district or school walkthrough procedures into success. Various other factors should be put into consideration, like administrators making some time to visit classrooms, creation of a risk-taking culture, able instructional leadership, among others.
Instructional leadership is a very essential element in improving teaching and learning, it also plays a highly significant role in achievements of a student. For schools to adapt and respond, there must be existence of systems that are capable of creating the capacity to jointly process and apply the know-hows about learning and teaching. Learning within the school is nurtured when it becomes possible for a group to identify a problem, and come up with a collective plan to solve it.
The walkthrough model provides an efficient method that allows collection of data that involves institutional practice and provision of feedback. For this model to be successful, the leadership team is at least required to use a third of their time in classroom. With school heads taking more time in classes the teachers too will give a very positive perception to the authority including the principal.
In order for the teachers to improve on their quality, leadership becomes very basic. The improvement of schools relies much on working relationship between teachers and instructional leaders. It becomes possible to sustain the success of an organization when leaders become teachers for others.
This model encompasses collection of data and evidence by use of random and constant visits to the classroom. The observation should take place between 2 minutes up to 40 minutes. This gives the basis of curriculum and instructional development in schools. Various schools have however invented their own models to be used in this task.
This model provides a specific response to the teachers with respect to evidence obtained and snapshot data collected. This feedback when presented to an observer, he or she is able to deduce relevant information about the operations of the whole process. The model gives an opportunity to learn from other participants, collect information on the student learning mode and the various instructional practices. This builds a better exchange of the conversation between the teacher and the student. This mode provides a mechanism for better learning and teaching practice.
During its worst, the model can be seen or used as a compliance check. This is done to ensure that tutors, teachers are adhering to the top initiatives set. This should however be done under the understanding that performance is always low when teachers and tutors are worried of falling into trouble with the administrators. It should therefore be designed in a manner that emphasizes on collaboration between the two parties. This model mostly brings a picture of lack of professional accountability by both parties. This thus places them at loggerheads.
Restoring a walkthrough tool that is inadequate is not enough to independently transform a district or school walkthrough procedures into success. Various other factors should be put into consideration, like administrators making some time to visit classrooms, creation of a risk-taking culture, able instructional leadership, among others.
No comments:
Post a Comment