In education, the role of the school administrator is pivotal to the learning and teaching process. In order to improve student achievement in schools, administrators must provide learning opportunities not only for students, but also for teachers alike. This can be established through the clinical supervision theoretical framework. According to Roberts et al. (2008), clinical supervision is a strategy that sets the stage for communication between teachers and supervisors in the classroom observation process.
The clinical supervision process is a process designed to improve a teacher’s classroom performance so that ultimately there is an improvement in student performance. The clinical supervision process identifies three specific phases to improve teacher performance, pre-observation conference, direct classroom observation and data collection, and the post observation conference with feedback. The administrator’s role in clinical supervision is to establish a relationship with the teacher to promote successful instructional strategies. In clinical supervision, the three steps are meant to occur in a collaborative, cyclical pattern between the teacher and administrator in order to develop and enhance teacher skill.
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