Developing Observational Skills
Now that you have been acquiring an in-depth perspective on all four superVision approaches and when to use them, you need some experience with how to use them. Our work this week will focus on clinical supervision and a look at several observation instruments.

Activity Resources

Chapters 14 and 16 in Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership: A developmental approach. Boston, MA: Allyn & Bacon.

Required Video: Comprehending Content: Reading Across the Curriculum (Grades 6-12 )

Pre-Activity

Read Chapters 14 and 16 in Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010)
Watch the video: Comprehending Content: Reading Across the Curriculum (Grades 6-12)

Video
https://vasc.alexanderstreet.com.proxy1.ncu.edu/view/1519295/

As indicated in Glickman (2010), clinical supervision is both a concept and a structure. In terms of concept, it emphasizes improvement of instruction and must be grounded in a professional trust-based relationship between supervisor and teacher. In terms of structure, there are five steps to a clinical supervision:

The rest of the paper requirement are in the attachment

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