ABSTRACT
Given their fast-paced workday and myriad extracurricular activities (e.g., club moderator, member of the school improvement team), teachers rarely have time to talk with other adults about their classroom practices. The pre-and postobservation conferences of the clinical supervisory model provide teachers this valuable opportunity. Furthermore, these conferences allow the teacher and the supervisor to plan the process collaboratively, which, in turn, promotes shared ownership of the supervision process.
