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Essay / Research Paper Abstract
A 9 page paper that begins with the origin, history and background of clinical supervision. The model is explained and discussed. The steps in clinical supervision are described with comments from the author. Bibliography lists 6 sources.
Page Count:
9 pages (~225 words per page)
File: MM12_PGclsp8.RTF
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Unformatted sample text from the term paper:
superintendents to make these trips so the task of supervision was delegated to principals (Starratt, n.d.). New ideas emerged in the 20th century about learning, teaching and supervision. The supervisory
job became more scientific but at the same time, child-centered philosophies were emerging (Starratt, n.d.). With the changes in both the industrial world and education, supervisors were faced with demands
to be both more scientific in their supervisory roles and at the same time, be more student-centered (Starratt, n.d.). By the 1960s, experts recognized the fact that supervision of
teachers was less than adequate. There was no real process or procedure that could be called successful. By the late 1960s and early 1970s, supervision of teachers was being referred
to as lacking focus, a practice that was not grounded in any type of theory (Rossi, 2007). A better process for supervising teachers was needed. Even earlier than these
critical statements were published, in the 1950s, Morris Cogan, a professor at Harvard University, began looking for a better way to supervise his interns in the Master of Arts program
at Harvard (Rossi, 2007). In 1960, Robert Goldhammer became acquainted with Cogans work and the two collaborated (Rossi, 2007). This search was not conducted in isolation, Cogans interns were involved
in finding a better way to supervise (Rossi, 2007). Students and professors agreed that the existing process of supervision was not helpful to anyone. The first step they took was
to lengthen the duration of meetings between supervisor and intern (Rossi, 2007). They also made the process more systematic, which included planning for the meetings, observation of the intern, and
then, analysis of what had been observed (Rossi, 2007). The system developed was in that order: plan, observe, analyze. There was another catalyst for changes in the educational system
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