In the dynamic landscape of contemporary education, teachers face significant challenges in delivering high-quality instruction amid increasing demands for accountability. This mixed-method study examines the efficacy of training school principals and supervisors in the clinical supervision cycle to refine supervisory approaches and enhance teaching and learning. Specifically, the research investigates the implementation of clinical supervision in public schools in the United Arab Emirates (UAE) and its role in bolstering instructional practices. Data were collected through pre- and post-surveys, clinical supervision workshops—including pre-conferences, classroom observations, and post-conferences—along with observations, interviews, and review of documents and tools used during the supervision cycle. Fifty participants (principals, vice principals, and heads of faculty) engaged in the training, and quantitative results revealed significant improvements in clinical supervision practices—especially in the preparation for pre-conference meetings and the delivery of evidence-based feedback during post-conferences. Participants also reported an increased awareness of the importance of fostering a non-threatening, supportive environment and a clearer distinction between formative and summative evaluations. These findings contribute to the clinical supervision literature by advocating its formative use in instructional improvement, professional learning, and the adaptation of practices to individual needs.

Authors:
Ahmed Alkaabi, United Arab Emirates University, United Arab Emirates
Asma Abdallah, Sharjah Education Academy, United Arab Emirates
Ahmad Qablan, United Arab Emirates University, United Arab Emirates

About the Presenter(s)
Dr. Ahmed Alkaabi currently serves as an Associate Professor of Educational Leadership and as the Assistant Dean for Student Affairs at the College of Education, United Arab Emirates University, UAE.

See this presentation on the full schedule – Saturday Schedule

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