Pam Johnson's Reflection

In practice, teaching clinics are for many students unpredictable, unsettling demanding environments; the resulting stresses are often evident in their performance or lack of it. Therefore, supervisors must strive to become dependable, consistent, and caring in their interactions with students. Especially when one of the main obstacles to trust is often students' negative belief and feelings toward evaluation and their assumption that supervision eventually leads to summative assessment (McBride 1991). Teachers and supervisors who appear rushed, distracted or to be simply going through the motions likely will not be trusted by those with whom they work. This can be an everyday challenge as we are often rushed, delayed by multiple presenting patients or time poor. In practice I have experienced this when trying to support struggling or more demanding students, it can be a challenge to spread oneself equally around the team

In Dr. Hyler’s article, “The Woman in the Mirror: Humanities in Medicine”. He contends the importance of studying the Humanities for physicians to be successful doctors.

An American psychiatrist by the name of William Glasser once stated, “When you study great teachers…you will learn much more from their caring and hard work than from their style.” Teachers are a huge part of an individual’s life. From the time a person enters into preschool until the complete cessation of their educational career, the teachers and professors along the way each influence that student’s perspective and feeling towards the particular subject they taught. With daily interactions, teachers become a part of a student’s microsystem. They are often times the only other constant adult figure in their student’s life apart from the caregiver. Whether it is acknowledged or not, the importance of teacher cannot be overstated. Unfortunately,

Goldhammer, R. 1969 Clinical Supervision: Special Methods for the Supervision of Teachers. New York: Holt Rinehart & Winston

I had the pleasure of interviewing Ms. Irene Rademeyer, LPT of 1945 Barcelona Drive. Dunedin, Fl. 34698. In talking with Ms. Rademeyer, I learned that she obtained her Physical Therapist license 43 years ago in 1972 (I. Rademeyer, personal communication, June 22, 2015). Ms. Rademeyer developed an interest in this profession from the influence of her mother who was a nurse. Although she did not want to follow directly in her mother’s footsteps, she had a desire to help others in a medical capacity and the independence physical therapists have in managing the care of their patients appealed to her (Rademeyer, 2015). Ms. Rademeyer expressed that she had a desire to be able to change the lives of people by helping them to regain functionality and

When asked what were the most challenging issues in supervision, Ms. Lord stated that dealing with personality differences, supervisee resistance, and training management were issues that stood out the most for her. Ms. Lord described herself as a team player who will do what is necessary to serve her students so if she needs to stay at work later than normal, perform tasks that aren’t necessarily in her job description, etc. that is what she will do. She

My name Mckayla Guerra and today I am going to tell you about myself. I’m really shy until i get to know you and then I am more opened. I love to read I have read over 6 books this year. I hate when people call me a book nerd because I not. During my childhood i lived out in the country and I was an outdoor kind of person, I never liked to be in the house. Until I moved in 7th grade more into town and now i hate being outside because there’s nothing to do. Sports is what i do like softball and track. I also love little kids and enjoy working with them and helping them out.

“The principal must communicate a clear vision of instructional excellence, provide feedback to teacher through both the informal and formal processes of supervision and evaluation, and, finally ensure continuous professional development consistent with the goal of high student achievement for all students” (DiPaola and Hoy, 2014, p. 20). Supervision of teachers is a major responsibility for principals and it has a significant impact on school climate and student achievement. The supervisory process itself is very complex and requires principals to differentiate supervision styles from teacher to teacher. The purpose of this paper is to describe my first supervision experience that took place during the Fall 2016 semester at Rural Retreat High School.

According to the Satisfactory Progress and Professional Conduct policy, professionalism is expected from ASU students in all settings, including clinical field experience, PreK-12 school-related and university settings. For Patricia to exhibit professionalism in the university setting, she should engage in clearly and respectfully communicate with all contacts, participate in conversation in an equitable manner, articulate ideas coherently, maintain appropriate confidentiality, and accept responsibility for her actions along with the consequences. If Patricia can deliberately alter her behavior to meet the Professional Conduct policy standards, she will likely be able to combat her instructor’s concerns of unprofessionalism.

2016 was a year filled with substantial changes, especially for myself. Not only did I make the transition from a small high school to one of the most prestigious institutions in Texas, I discovered new characteristics and how to use them to my advantage. I have blossomed into a woman who is not afraid of taking on new challenges. I am able to take risks, assess my mistakes and develop myself in order to be a better individual for both the present and future.

Gutek (2013) discusses how clinical experiences and practice teaching, orginated in normal schools and they are crucial components in teacher preparation programs today (p. 219). He describes William C. Bagley’s contributions to normal school programs and provides the four components in the teacher education program he designed (Gutek, 2013, p. 218). Gutek

Before the class began, while we were waiting for our guest speaker, Barbara Herrick, an author, I took a small pink plate and filled it with dark chocolate pieces, green grapes, and red grapes. I also took two napkins. By eating them slowly and full of thinking about how it grew, how long it took to process, what was the taste in my mouth, I realized that it was actually staying longer in mind and I still can taste them in my mouth as I was writing this journal. It was amazing that such a simple act can make such a big impact!

The clinical supervision model for conducting observations has been used in the education field for decades. Clinical supervision involves a teacher receiving information from an administrator, colleague, peer coach, or mentor, who has observed the teacher's performance and who serves as both a mirror and a sounding board to aid the teacher in critical examination of a specific aspect of their instruction and possibly alter his or her own professional practice. Clinical supervision is an instruction improving tool in which a high degree of mutual trust and commitment to growth is required on the part of the teacher and observer. The structure of a clinical observation cycle includes

My passion for teaching will continue from a different perspective now. One gain from the supervision cycle is that I now place a higher value on listening and discussing with teachers. I often would ask myself if being a principal is what I want to be, but this great experience has confirmed for me that helping others and seeing them grow is my passion. Glickman, Gordon, and Gordon-Ross (2014) define the clinical supervision cycle as assistance for the enhancement of teaching and learning (Glickman et al., 2014, p. 9). The goal of clinical supervision is to foster teachers’ learning skills, improving instruction and student learning. Therefore, I do want teachers to feel I am there to support them in all aspects through the collaboration based on their individual needs. This experience makes me think that I will always be a teacher and I will always be a learner with teachers; the same way teachers work with students. I want them to be open with me so that together we can implement changes in the least restrictive way possible. I look forward to practicing the clinical supervision cycle with teachers the coming year. I have enjoyed and learned so much in this experience, but one thing stays in my heart is the fact that teachers aim for constructive feedback, this allows many positive opportunities. As I listened to Ms. Aguilar during the post conference, I realized that feedback provides a foundation for a positive teacher- supervisor relationship. By providing appropriate feedback, the teachers understand that the supervisor is genuinely concerned about their growth. This component also enhances a teachers’ self-efficacy and provides an avenue for motivation. The ultimate goal of supervision is for teachers to improve their knowledge and skills in order to make schools a more efficient and effective learning community for all

There is a usual but important cliché for a teacher´s career: a teacher has to be a life-long learner to be an effective teacher. Research on effective teaching over the past two decades has proved that effective practice is related to questioning, reflection and continuous professional development. Reflective practice can be a satisfying experience for a teacher evolution. It covers self-analysis, questioning one owns methods, assumptions about learning, theories as well as one´s attitudes and behaviour as a facilitator and communicator, in short making a deep analysis of the actions. Reflecting on teaching includes the teacher´s thoughts on the successfulness of the lesson planning and the implementation used to teach. Within the time progression the teacher´s reflection should be more precise and he or she could