ABSTRACT
Acheson and Gall (1997) indicate that the supervisor’s main responsibility is to serve as “another set of eyes,” holding up the “mirror of practice” in which the teacher can examine specific classroom behaviors. Supervisors who collect stable data during the observation provide a clearer reflection. During the conference that precedes a formal classroom observation, the supervisor determines what kinds of data to gather. The supervisor can also use this time to cultivate the supervisory relationship and to learn more about the teacher’s classroom. The preobservation conference opens the door to the teacher’s world.
