Use of audiotape analysis for clinical supervision of novice teachers

Date of Completion

January 1996


Education, Physical|Education, Elementary|Education, Teacher Training|Education, Curriculum and Instruction




Clinical supervision (Goldhammer, 1969) is accepted as an effective means of providing teachers with instructional support. Adoption of this model has been hampered by the need for specialized supervisory training, expensive equipment or elaborate data collection techniques, and large blocks of administrative time. There is a need to develop a simple process for collecting, analyzing, and discussing data obtained from classroom observations.^ Teaching and learning are complex processes. For effective supervision of inexperienced teachers, it is useful to examine limited aspects of instruction at one time. The focus of this research was verbal feedback. The program included in-service training, goal-setting, audio-recording, focused self-observation, and supervisory feedback.^ Goal-setting (Locke & Latham, 1990) can increase motivation and have a positive impact on learning. This research emphasized the teacher as a learner in an on-going process that included structured self-assessment of strategies, goals, and progress. In a clinical supervision model the objective is to nurture reflective practice (Schon, 1983, 1987). Important elements include a collegial relationship between the teacher and the supervisor and teacher control over the supervisory process.^ The purpose of this study was to analyze the effects of a specified clinical supervision model on the rate of performance feedback given by novice teachers to individuals in physical education classes. In addition, levels of teacher self-monitoring, goal-setting, and professional reflection were also examined. Finally, teacher perceptions of the value of the supervisory program for professional development were examined.^ All five participants were physical education teachers. Audio-recordings of selected fourth-, fifth-, or sixth-grade classes were analyzed. A single-subject design with multiple baselines across individuals was used. Three teachers attended a workshop and later received clinical supervision. One teacher attended the workshop but did not receive supervision. The final participant was not exposed to the intervention.^ All teachers who attended the workshop demonstrated increased levels of skill performance feedback. In addition, perceptions of the value of the supervision and the workshop were uniformly positive. In-service training, audiotape analysis and clinical supervision were useful techniques for these teachers. ^