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Building Leadership Effectiveness through Clinical Supervision

Module by: National Council of Professors of Educational Administration

Summary: After reading the report by the Mid-continent Research for Education and Learning (McREL) Balanced Leadership Framework (Waters, Marzano, & McNulty, 2003), we were struck by the fact that even small improvements in the leadership behaviors in principals can be directly correlated with improved student achievement. Because leadership preparation programs are expected to provide meaningful course and field experiences so that future leaders effectively promote the success of every child, we felt it important to test whether or not the clinical supervision experiences that leadership candidates were engaging in would be effective. To do so, we used specific leadership responsibilities identified in the Balanced Leadership Framework (BLF) and asked the candidates to tell us what they thought they had gained or not gained from the experiences. The BLF was chosen because each of the 21 leadership responsibilities is correlated with student achievement. The idea was to validate the field experiences associated with clinical supervision to insure that they provided candidates with “the experiential, declarative, procedural, and/or contextual knowledge necessary to lead” (Waters, Marzano, & McNulty, 2003). Specifically, we wanted to know whether the clinical supervision experiences we were providing enabled future leaders to understand why clinical supervision was so important, whether candidates developed expertise to implement the procedures, and whether they could determine the appropriate settings in which to use differing strategies. Determining whether or not candidates had gained sufficient tools and know-how to be effective and not simply well intentioned was of central importance to the study. We wanted to determine the quality of candidates’ experiences as they perceived them and, from there, to determine how future instruction might be augmented or changed to meet their needs.

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Note:

This module has been peer-reviewed, accepted, and sanctioned by the National Council of the Professors of Educational Administration (NCPEA) as a scholarly contribution to the knowledge base in educational administration.

Note:

Note: This module is from NCPEA Education Leadership Review, Summer 2005 issue, and authored by Helen Friedland.

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