Abstract
This article examines the applicability of the clinical supervision model to the evaluation and improvement of teaching in small college communication departments. It argues that traditional supervisory practices often fail to support instructional development because they emphasize identifying incompetence rather than fostering growth among capable instructors. Clinical supervision is presented as a structured, five step process consisting of a pre observation conference, classroom observation with systematic data collection, analysis of observed behaviors, a post observation conference, and a concluding critique of the supervision cycle. The article details how this model encourages cooperative goal setting, focuses attention on specific teaching behaviors that influence student learning, and promotes reflective instructional change. It further contends that clinical supervision is particularly suited to small colleges due to their emphasis on teaching, small departmental size, and the communication field’s disciplinary expertise in observing and interpreting verbal and nonverbal interaction. The discussion also identifies challenges to implementation, including the need to separate clinical supervision from evaluative processes associated with tenure, the time demands placed on administrators, and the requirement for adequate training of participants. The article concludes that, when properly introduced and supported, clinical supervision can strengthen collegial relationships, enhance teaching effectiveness, and reinforce the educational mission of small colleges.
Recommended Citation
Hay, Ellen
(1985)
"The Clinical Supervision of Teaching in the Small College Communication Department,"
Association for Communication Administration Bulletin: Vol. 54, Article 32.
Available at:
https://stars.library.ucf.edu/aca/vol54/iss1/32
