School Leaders' Perceptions of Clinical Supervision
A Qualitative Case Study of a Kenyan Secondary School
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A must read for all teachers and leaders in Educational Institutions who wish to learn in their profession, become better teachers and leaders and identify with teaching as a profession. It is has simple and contextualized procedures that can be followed and used by any educational institution that wishes to realize improved student learning.It not only differentiates clinical supervision from conventional supervision but also outlines how the two can either inhibit or enhance teachers' classroom teaching and consequently student learning. Conventional supervision of classroom teaching in the ...
A must read for all teachers and leaders in Educational Institutions who wish to learn in their profession, become better teachers and leaders and identify with teaching as a profession. It is has simple and contextualized procedures that can be followed and used by any educational institution that wishes to realize improved student learning.It not only differentiates clinical supervision from conventional supervision but also outlines how the two can either inhibit or enhance teachers' classroom teaching and consequently student learning. Conventional supervision of classroom teaching in the Kenyan context is checklist boss oriented with prescriptive feedback that rarely gives teachers a chance to dialogue. This has made most teachers in this context to view supervision as witch-hunting. In contrast is clinical supervision. Borrowed from medical practice, clinical supervision has found its place in education to recognize teachers as professionals who need to grow in practice through reflective conversations with competent supervisors.
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