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Abstract
This comprehensive paper is a reflection on the supervision and observation process of two teaching candidates. In this paper, four comprehensive points will be covered. That is what I did with those candidates during observing them, what I have learned during my research, comprehensive evaluation for the whole process and, what I plan to do when I work in supervision with candidates in the future.
Introduction
It has become a reality that the objective of the teacher education program is to equip other educators in a manner that they produce qualified teachers who possess the disposition, skills, and knowledge required. Reflection and examination is the best method to develop the required skills and knowledge (Titone, Sherman, & Palmer, 1998). While there is much concentration on skills and knowledge today, crucial reflection based on real-life school observation is an important factor in motivating candidate teachers to develop skills in line with the belief of their education program (Yost, 1997). All over the education literature, there is a need for research on the difficulties of assessing candidate teacher disposition (Dee, & Henkin, 2002). Techniques for assessing professional disposition among teachers’ candidates are emerging (Beverly, Santos, & Kyger, 2006). Teacher candidates are evaluated by teaching faculty, rating scale, rubrics, and self-reflection to assess their dispositions. In case disposition issues are identified, suitable interventions and monitoring by the clinical supervisor in the field are made. Once these tolerable dispositions are developed, the process for intervening with the new dispositions to the candidate teacher is created.
The Observation Process
Firstly, I conducted an orientation to the teacher candidates on the school environment and introducing the program to the students. Secondly, I made sure that the candidate teacher plans are by the schedule during the observing process. As the lesson was going on I recorded every activity happening in the classroom mostly the student’s reaction to the new teacher. Note-taking is one crucial factor during observation as it is cost-effective and facilitates the provision of feedback (Dee & Henkin, 2002).
Feedback Provision
The Conferencing model in supervision has immense literature. Is important for the supervising teacher to make sure feedback is available to teaching candidates through conferencing after every observation or supervision. The purpose of the conference was to provide the candidates with an ongoing process regarding the strengths, weaknesses, opportunities, and threats they possess.
I also provided feedback through informal debriefing after every observation that took place with the candidate teachers. The main purpose of debriefing is to pinpoint the progress and areas they need improvement in the next observation. Furthermore, I provided feedback through lesson plans used by the candidate teacher and special forms for providing feedback. The written method was effective as the teaching candidates used to have much time in evaluating themselves.
Use of Valued Consultation
During a consultation with the teacher, we pointed out the areas that need improvement. We discussed various methods to demonstrate competencies in motivating the students, how to use instructional strategies, and how to follow the lesson plan. There were consultations with the teacher candidate on how to improve classroom practice, develop and grow as educators who will contribute to the learning community at large. The maths teacher acknowledges that teaching is an ongoing process where one needs to equip himself constantly and be advancing from one level to another. Finally, during the consultation time, I encouraged self-analysis and reflection of strategies for improving their weaknesses.
Observation Focus
Ruddock & Hopkins (1985) argued that examining a candidate teacher is the key element in teaching education programs and empowering them to become a knowledge generator and problem solvers in the education sectors. They maintained that self-reflection examining is connected to the strengthening of educator judgment and self-directed improvement.
Consequently, there are those skills that teachers must possess to enable them to become knowledge generators and problem solvers in their schools. The skills I was focusing on during my observation were multi-task skills and Communication skills. Were the teacher candidates able to ask the student question at the same time respond to queries to the student and by me?
The other skill was organization skills. Were the teachers able to organize their work plan and the lesson plan and follow what is laid down in the work plan throughout the lesson?
Management skills were also tested. How the teacher manages the student during debate and discussion
Teacher education programs offered in the classroom improve proficiency knowledge and skills (Totone, Sherman, & Palmer, 1998). He argued that there should be more than proficiency skills offered to teachers. He explained that, while experiences in school it’s important in equipping the new teachers, but the skills may as well become improper if it prevents growth in further learning. Dewey (1965) and Liston (1996) emphasized practical work be incorporated in the teacher education programs to make him/her thoughtful student of education instead of helping him/her acquire proficiency skills. He elaborated that, for a teacher to acquire teaching skills he/she must be a student in the practical field.
Thus, the math teacher was observed lacking management skills. He has required the focus on the following skills, taking initiative or leadership skills, and engage in professional development skills. I recommended the reading class teacher to focus on the following skills, communicating ideas skills, maintain eye contact, appropriate volume, and vocal variety of skills, and management in instruction skills.
What I have learned
Through this reflection paper, I have learned that the 21 century has brought many challenges to school. In response to the new society and changing technology, schools are required to produce a student who is diverse in many fields.
Zeichner (1996) noted that giving training in the classroom only, even though essential, does not equip teachers to take up their full responsibilities. He proposes that teachers should engage in examination during practicum. I have also learned that teaching is not a sequence of schedule, habitual, and repeated term after term. Rather, teaching is a versatile intellectual, decision making occupation, and creative. Teaching programs were therefore implemented to equip teachers in their progress in professional careers.
Skills and Experience Gained
In every area of this reflection, I have gained new skills or experience. The experiences I gained through post-conference were advantageous to me for future guide. I have gained more understanding of various aspects regarding supervisory styles. Giving feedback and the assessment process is always beneficial as one can be able to identify attributes, communication skills, and mistakes (Jukes, 1997). Also, I developed organizational skills and making a relevant judgment when I was conducting an interview.
A comprehensive evaluation of the whole process
The evaluation process will be conducted 2 times using formative assessment. The first assessment will cover skills and knowledge at midterm followed by communication skills at the end of the term.
Formative Assessment
Formative assessment is described as a written form that delivers communication to teachers and updates them on their progress. This is particularly done during the first term assignments after their placement. The percentage of the teacher candidate is expected to rise in the second the last assessment but this should not be the final result. Teacher candidates are supposed to continue seeking feedback from their supervisors.
The evaluation of the two candidates was as follows (conducted on the form below)
The maths Teacher overall scores were:
Skills and knowledge
Planning = 2, Management instruction= 1, Technology=3, Assessment=2, Leadership 3. Total =11
Communication Skills
Writing skills=1, Grammar use= 2, Eye contact= 3, Clarity in ideas=2 and Use of appropriate Volume= 3. Total= 12
Overall scores for the reading class teacher:
Skills and knowledge
Planning = 2, Management instruction= 1, Technology=2, Assessment=2, Leadership 3. Total =10
Communication Skills
Writing skills=2, Grammar use= 2, Eye contact= 3, Clarity in ideas=2 and Use of appropriate Volume= 2. Total= 11
It’s noted that after the first observation and feedback the student-teacher improved. The improvement was as a result of discovering where they perform poorly and how to overcome those weaknesses.
Formative Evaluation Form (SAMPLE)
Supervisor Teacher
Student Candidate / Date
My plan
The experience I have gained through this exercise will give me the ability to raise the question and improve myself as an instructor. Being a supervisor has helped me to be critical of myself as a way to improve. Finally, my experience in observing was of benefit as it shapes me as a future leader in school.
Conclusion
The paper was a reflection about the supervision and observation process on two teaching candidates. In this paper, four comprehensive points were covered which include, what I did with the candidate during observing them, what I have learned during my research, an evaluation for the two teacher candidate, and what I plan to do when I work in supervision with candidates in futures.
References
Dee, J.R. & Henkin, A.B. (2002). Assessing Dispositions toward Cultural Diversity among pre-service Teachers, US: sage.
Dewey, J. (1965). The relation of theory to practice in education. (M. Borrowman Ed.).NY: Teachers College Press.
Jukes, I. (1997). It’s not the Internet, it’s the information. Communicator, 28(2), 16–47.
Liston, D. Z (1996). Reflective Teaching. NY: Erlbaum.
Rudduck, J. & Hopkins, D. (1985).Research as a basis for teaching Readings from the work of Lawrence Sten-house. London, UK: Heinemann.
Totone, C., Sherman, S.J. & Palmer, R. (1998). Cultivating student-teacher disposition and ability to construct knowledge. Action in Teacher Education, 21 (4), 76-78.
Yost, D. S. (1997). The moral dimensions of teaching and pre-service teachers, can moral dispositions be influenced? Journal of Teacher Education, 48(4), 92-281.
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