According to Tanner and Tanner (1987:170-206), there are different approaches to

supervision, clinical supervision is the best option since it involves the improvement of the

quality of education and is a "people-centered approach”. According to Sergiovanni and

Starrat (1988:305) the focus of clinical supervision ought to be on formative evaluation.

One of the pioneers of clinical supervision, namely Cogan (1973:9), elaborates on clinical

supervision when he defines it as: "... the rationale and practice designed to improve the

teacher's classroom performance. It takes its principal data from the events of the

classroom. The analysis of these data and the relationship between teacher and supervisor

form the basis of the program, procedures and strategies designed to improve the students'

learning by improving the teacher's classroom behavior.

It comprises of blended elements of "objective" and "scientific" classroom observation with

aspects of collegial coaching, rational planning, and a flexible, inquiry-based concern with

student learning. I do believe that supervision in Caribbean schools can never be totally objective

since all the steps of the clinical supervision process is not always possible. Originally there were

five steps involved namely: (1) a pre-observation conference between supervisor and teacher

concerning elements of the lesson to be observed; (2) classroom observation; (3) a supervisor's

analysis of notes from the observation, and planning for the post-observation conference ;(4) a

post-observation conference between supervisor and teacher; and (5) a supervisor's analysis of

the post-observation conference. Many practitioners reduced these five stages to three and

thereby focused their attention on the pre-observation conference, the observation, and the post-

observation conference. Even though the clinical supervision method is most efficient it is quite

time consuming and labour intensive for a supervisor to honestly go through the various phases.

on a regular basis. In addition to their supervisory duties come other administrative

responsibilities. Therefore supervision is never totally objective in Caribbean schools there is

always some bias for one teacher against the other. One example being one teacher favoured

against the other as she provides gossip for the Principal while the other is treated with utter

disgust. That principal even refused to recommend the teacher for teacher training. The matter

had to be taken up with the School Supervisor 1. So, in terms of objectivity we have a long way

to go in the Caribbean.

Instructional leadership encompasses "those actions that a principal takes, or delegates to others, to

promote growth in student learning" (Debevoise, 1984, pp. 14-20) and comprises the following tasks:

defining the purpose of schooling; setting school-wide goals; providing the resources needed for

learning to occur; supervising and evaluating teachers; coordinating staff development programmes;

and creating collegial relationships with and among teachers. (Wildy & Dimmock, 1993, p. 44). The term

instructional leader clearly describes the primary role of the principal in the quest for excellence in

education. According to Richardson et al. (1989), he or she must lead toward educational achievement,

must be a person who makes instructional quality the top priority of the school, and must be able to

bring that vision to realization.

Supervision of Instruction - The History of Supervision, Roles and Responsibilities of

Supervisors, Issues Trends and Controversies - Teachers, School, Students, Learning,

Curriculum, and Teaching - StateUniversity

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