The Supervision of Physical Education - Supervision of Physical Education Programs - Lecture Slides, Slides of Physical Education and Motor Learning

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The Supervision of Physical Education

View of Clinical Supervision

• The teacher is viewed as a professional

who is actively seeking greater

expertise, so the focus of supervision is

on strengths and needs to progress

towards expertise

• What are characteristics of expertise for professional teachers?

Problems in Teacher

Supervision

• Most teachers don’t think it is valuable
  • Typically arises from a need ‘elsewhere’, not from teachers
• Often communication is one-sided from

the supervisor rather than ‘side-by-side’

between teacher and supervisor

• Time often hinders good supervision

Goals of Clinical

Supervision

• The teacher and supervisor interact in a

side by side relationship that focuses on

detailed observational data with the

intent to improve the teacher’s actual

behavior in the classroom

Models of Clinical

Supervision

• Technical/didactic
  • Draws from process-product work in the 1970s to reinforce effective behaviors of the teacher that help students learn
• Developmental/reflective
  • Encourages teachers to reflect on individual differences and the critical pedagogy contexts of teaching
  • Fosters professional growth, context-specific principles of practice, and justice and equity

• What are your thoughts on supervision?
• How can we make clinical supervision a

combination of systematic observational

data AND reflection and introspection to

transform the teacher’s pedagogy?

Theoretical Framework for

Clinical Supervision

• Reflection in practice and reflection on practice - Teachers think about their teaching behaviors and make rational decisions and choices to improve the learning environment and learning opportunities of students
• Through the three components the teacher and supervisor identify concerns, gather the data, analyze and interpret the data and reflect on decisions and strategies to improve the concerns

Why is reflective practice

important?

• Evaluate the importance of reflective practice

in preservice teacher education.

• How might reflective practice be absent in teacher education?
• Evaluate the importance of reflective practice

in inservice education.

• How might reflective practice be absent in professional development within inservice education?

Role Play Summary

• As a clinical supervisor, your emotions,

thoughts, and actions must work

together to facilitate improvements in

teaching behaviors in the classroom

• The active listening skills of the

supervisor are critical to avoid ‘telling’

the teacher what to do