Standards for Clinical Supervision
Successful supervision:
7.1 Is grounded in a thorough understanding of the students with whom and the context in which the teacher works 7.2 Is grounded in a comprehensive understanding of pedagogy and encourages a deliberate and articulate connection between classroom activities and the instructional goals of the teacher for the students 7.3 Elicits from each teacher meaningful discussion of student learning progress and consideration of how adaptive teaching strategies contribute to present and future learning of diverse and individual students 7.4 Provides a framework in which many learning and communicative styles are possible, given the instructional needs of the students, and refrains from imposing any one style upon the teacher 7.5 Models that learning to teach is a developmental process, and thus, modifies feedback to make it accessible to the teacher and to address the most important dimensions of teaching or areas of immediate need 7.6 Helps teachers (and supervisors) articulate and document how seemingly small episodes of teaching relate to a larger vision for educating students and promotes supportive collegial relationships among educators to develop a collaborative learning community in a school 7.7 Models qualities of tactful and skilled communication, goal clarity, data-based performance assessment, and guided self-evaluation 7.8 Seeks to help each teacher build his/her professional identity through thoughtful connections among clear goals for students, documentation of student accomplishment, a personal mission or platform for teaching, and careful analysis of personal teaching performance
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