Research of classroom supervision activities in primary and secondary schools in point of clinical supervision model

The overall purpose of this research is examine and describe the supervision activitieswhich are conducted in primary and secondary schools of Ministry of National Education.Teachers and province supervisors expose their opinions and similarities about classroomsupervisiory implementations and develop suggestions based on scientific datas.This research includes 25 participants as 20 school teachers; 10 of public, 10 of privateschool teachers and 5 province supervisors from Antalya Province Directorate of NationalEducation who have served during 2011-2012 education year.Research was done through qualitative research method. Datas were collected throughsemi-structured interview. While research datas have been analysing some subproblems weresolved by descriptive analysis technique and somes by contex analysis. At the data collectingphase, survey questions were prepared by researcher under advisor control and its validitymaintained by consulting expert opinions.It can be resulted from this research when we examine the evidences in point of clinicalsupervision model that supervisors and teacher do not interact adequately before classroomsupervision, supervisors do not use the observation techniques, datas from observation areshared with teachers only in short dialogues, general and group meetings, weak sides ofteachers are not strengthened up with any activity, and lastly there are no evaluation orreplanning after supervision. During meeting session before observation most of the teachershave expressed that they have not done any meetings before supervision, supervisionpurposes were not shared, supervision plan was not prepared but on the other side, supervisorshave expressed that they have been talking with teachers considering the same subject andthey already knew the purposes of supervisions. Teachers also have claimed that supervisorswere attending the observations after the beginning of the class but most of the supervisorshave stated that they were starting with teachers.All supervisors have stated that they have notprepared a plan of supervision. During the observation phase most of the teachers had anopinion about lack of objectivity of supervisors but supervisors have expressed that they wereobjective.Most of the teachers and supervisors have stated that after analysis and observationphases weak sides and problems were shared through only general meetings withoutdiscussions and suggestions were quiet passive.After meetings teachers have stated thatsupervisors have not implemented their own evaluation and replanning tasks in analysis andevaluating phases. Entire supervisor also have expressed that evaluation and planning havenot implemented as prescribed as in clinical supervision.According to the collected datas theimplementations in current system does not have any similarity with clinical supervisionmodel. Teachers and supervisors have brought positive proposals to implement this model inTurkey. Some of these proposals are listed as; survey and investigation, guidance andsupervision, separation of duties, provide in-service trainings of clinical supervision model tosupervisors and teachers, provide postgraduate education to supervisors, follow a sequenceand order in supervision, concentrate more guidance instead of supervision, a restructuringplan in supervision system and increase the number of supervisors.This research has importance because of its idea that can provide a benefit to currenteducation system, because of replanning the clinical reseacrh model in four stages andbecause of a qualitative work in clinical supervision model with different types of groups.KeyWords: Inside Classroom Supervision, Clinical Supervison