Promoting collegial teacher supervision: applying solution-focused strategies in a clinical supervision cycle

McGhee, Marla W.; Stark, Marcella D.

doi:10.1080/13603124.2018.1463458

Cited by 7 publications

(7 citation statements)

References 17 publications

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“…McGhee and Stark [17] point out that faculty members should promote more effective practices that place the teacher at the center of the process and specifically involve teachers in the supervisory programs. To this end, they conducted prospective educational supervisions accompanied by developmental supervisory behavior and the clinical supervision cycle in combination with solution-focused language and strategies.…”

Section: Phase 1 Preobservation Conferencementioning

confidence: 99%

The Effects of Implementing Clinical Supervision Model on Supervisors’ Teaching Perspectives and Qualifications: A Case Study in an EFL Context

Khaef

Karimnia

2021

Education Research International

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This study set out to determine the possible impacts of implementing the Clinical Supervision Model (CSM) on supervisors’ philosophy of teaching, in both theory and practice. In order to gather the required data, two highly experienced supervisors were recruited according to the degree of homogeneity of the educational context in which they were working. By applying qualitative case study design, the required data were collected by conducting two distinct phases of classroom observations, accompanied by semistructured interviews. Considering the nature of the investigation, it was decided to employ the Transcendental Phenomenology (TPh) approach to analyze the data in order to determine the supervisors’ accurate perceptions and lived experiences regarding the nature of taking on a supervisory role and the effects of implementing CSM on their teaching career. The empirical findings in this investigation provided a new understanding of the probable effects of implementing CSM on supervisors’ general attitudes towards both teaching and supervisory careers. The results of the study indicated that CSM can be potentially effective in encouraging critical thinking, providing more constructive feedback in postobservation meetings, and improving the teaching quality of both teachers and supervisors.

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Section: Phase 1 Preobservation Conferencementioning

confidence: 99%

The Effects of Implementing Clinical Supervision Model on Supervisors’ Teaching Perspectives and Qualifications: A Case Study in an EFL Context

Khaef

Karimnia

2021

Education Research International

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“…Focus group participants' insights illustrated that the group's PI tested out different strategies over time (for the purposes of efficiency, and for pragmatic reasons based on his availability). This finding highlights that a PI's supervision style can evolve (Bellinger & Carone, 2021;Glickman et al, 2014;McGhee & Stark, 2018;Stoltenberg & Delworth, 1987), emphasizing a temporal aspect of research group supervision that warrants further examination. A study of this nature might compare practices and activities over time as well as compare members' responses (and learning and identity development) yielded from different activities the PI implements.…”

Section: Investigate How Group Composition and Member Identities Info...mentioning

confidence: 87%

“…As noted in other literature focused on supervision (e.g., teacher supervision, clinical supervision), supervisees may require changing types of supervision throughout their development (Bellinger & Carone, 2021; Glickman et al, 2014; McGhee & Stark, 2018; Stoltenberg & Delworth, 1987). Relatedly, findings from this study also appear to suggest that students’ expectations for supervision and custom-tailored supervisory needs evolve as their experiences with research grow; that is, a brand-new group member (and/or novice researcher) may not have expectations that are as clearly defined as those of a more experienced group member.…”

Section: Discussionmentioning

confidence: 98%

How a Principal Investigator Supervises a Student Research Group: An Autoethnographic Longitudinal Examination

Burt

Stone

Hemmings

et al. 2023

Teachers College Record: The Voice of Scholarship in Education

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Background: Research groups are social locations where teaching and learning merge among students and a principal investigator (PI). When joining, some students are able to contribute to groundbreaking research that addresses complex problems, under the direction of their PI. However, there are accounts of students having a wide range of negative experiences, often at the hands of the PI. Despite the important roles that PIs play in the supervision of students, there is no standardized or required training for researchers holding these roles. As a result, some may replicate the practices they experienced—both positive and problematic. More knowledge is needed regarding group supervision for those in PI roles. Purpose: This autoethnographic longitudinal study explores students’ experiences with and perceptions of PI supervision. The findings from this study offer insights into the design of group practices for current PIs and emerging researchers interested in serving as group PIs. Research Design: To better understand the culture of our own research group, and thus students’ experiences with and perceptions of the PI’s role in supervision, this study included 23 student group members in 12 focus group interviews over four years. Basic qualitative analysis techniques were used to document, identify, and examine our group’s nuanced cultural practices and norms. Findings: Findings reveal balanced perspectives on four PI practices: (1) communicating clearly and validating group members works best in person; (2) providing transparency and reducing uncertainty is desired; (3) inclusive group composition is created through intentional recruitment practices; and (4) group size and member transitions need to be managed to maintain stability. Taken together, student group members believed these PI practices to be both beneficial and challenging to the group’s learning, cohesion, and productivity. The findings also show that group members’ desires and expectations may at times be in conflict. Conclusions: Being a PI offers a unique opportunity to develop new approaches that benefit a group’s research and the learning of all of its members. Learning from students’ experiences with and perceptions of their PI in this study, we hope that current and future group PIs will consider how they compose practices for their groups and support student members through research. Creating new approaches to group supervision may create healthier models for current and future researchers to implement in their own research practices.

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“…There have not been a great many articles focused directly on instructional supervision published in this decade. Examples include articles on prospective supervisors in a professional learning community focused on equity (Jacobs & Yendol-Hoppey, 2010), supervision and evaluation (Burns & Badiali, 2015;Mette et al, 2017;Mette & Riegel, 2018), the art of dialogue in supervision (Kelehear, 2010), solution focused strategies in clinical supervision (McGhee & Stark, 2018), strength-based coaching in supervision (Haberlin, 2019), and supervision of curriculum development (Gordon, 2019). Additional examples include articles on supervision and culturally relevant teaching (Willey & Magee, 2019), tasks and practices of preservice teacher supervision (Burns, Jacobs, & Yendol-Hoppey, 2016a), the pedagogical skills of supervisors (Burns & Badiali, 2016), reform in preservice teacher supervision (Burns, Jacobs, & Yandol-Hoppey, 2016b), elementary preservice teacher supervision (Jacobs, Hogarty, & Burns, 2017), and the state of the field of supervision (Glanz, 2018;Glanz & Hazi, 2019).…”

Section: The Scholarship Continuesmentioning

confidence: 99%

Educational Supervision: Reflections on Its Past, Present, and Future

Gordon¹

2019

JES

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The author shares summaries of the supervision literature along with personal reflections and recommendations to discuss supervision's past, present, and future. Topics from the past include the heyday of clinical superevision, the University of Georgia's Department of Curriculum and Supervision, important concepts introduced by supervision scholars, and groups associated with supervision. Consideration of the present encompasses current scholarship, other recent influences on supervision, and the resurgence of the Council of Professors of Instructional Supervision (COPIS). The part of the article on supervision's future consists of hopes and recommendations for the future, with discussions of the Journal of Educational Supervision as well as recommendations for political action, teacher leadership, and fully functioning professional development schools. The author also recommends an expanded COPIS as well as partnership among scholarly groups focused on educational supervision, school districts and schools, and supervision scholars from around the world.

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Promoting collegial teacher supervision: applying solution-focused strategies in a clinical supervision cycle

Cited by 7 publications

References 17 publications

The Effects of Implementing Clinical Supervision Model on Supervisors’ Teaching Perspectives and Qualifications: A Case Study in an EFL Context

The Effects of Implementing Clinical Supervision Model on Supervisors’ Teaching Perspectives and Qualifications: A Case Study in an EFL Context

How a Principal Investigator Supervises a Student Research Group: An Autoethnographic Longitudinal Examination

Educational Supervision: Reflections on Its Past, Present, and Future

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