COURSE ON CLINICAL SUPERVISION IN MATHEMATICS EDUCATION
FOR SCHOOL PRINCIPALS AND SUPERVISORS
8 -21 October 2025

  1. 1. Overview 

Clinical supervision in mathematics education is a structured and systematic process that emphasizes reflective practice as a means of enhancing instructional quality and improving student learning outcomes in mathematics. Through collaborative reflection, focused classroom observation, and constructive feedback, clinical supervision provides mathematics teachers with opportunities to critically examine and refine their instructional approaches. 

Its essential characteristics include: 

  • a. A focus on classroom practice, where the “clinic” is the teaching–learning environment. 

  • b. The role of the supervisor—whether a principal, senior teacher, or instructional coach—is that of a colleague and professional coach rather than an evaluator. 

  • c. The primary aim is to promote teachers’ professional growth and to foster improved student achievement. 

Clinical supervision is most often implemented by teacher educators, instructional supervisors, or school leaders (such as heads of department or principals) to support mathematics teachers in their professional development. Fundamentally, it is a professional partnership in which teachers and supervisors collaborate to strengthen instructional practices, address misconceptions, and advance students’ mathematical understanding. 

Within the Course on Clinical Supervision in Mathematics Education for Principals and Supervisors, a range of topics is offered to develop knowledge and skills that enable teachers and supervisors to establish such professional partnerships and to utilize clinical supervision as a tool for continuous instructional improvement. 

  1. 2. Objectives 

By the end of the program, participants will be able to: 

  1. a. Demonstrate foundational knowledge of mathematics instruction, including teaching methods for specific mathematical topics and the role of clinical supervision in enhancing mathematics education. 

  2. b. Design a comprehensive supervision program, including appropriate instruments for the pre-observation, observation, and post-observation phases of clinical supervision in mathematics classrooms. 

  3. c. Conduct clinical supervision effectively, applying strategies to observe, assess, and support mathematics instruction with the goal of improving teaching practices and student learning outcomes. 

  1. 3. Facilitators 

  2. The facilitators in this course are experts in mathematics education, academic supervision, and clinical supervision from universities (Yogyakarta State University, Malang State University, National Institute of Education Singapore, Johannes Kepler University Linz, Austria), SEAQiM, and Centre for Educators Development (BBGTK) Yogyakarta. 

 

  1. 4. Target of Participants 

  2. The program brings together around 30 carefully selected participants, including supervisors, principals, and vice principals. Of these, 24 are from Indonesia and 6 are from other SEAMEO Member Countries, fostering regional collaboration and shared learning. 

 

  1. 5. Date and Time 

Date : 8 -21 October 2025 

Time : 08.00 – 14.30 (GMT + 7) for synchronous sessions 

 

  1. 6. Mode  

  2. The course will be delivered online, combining both synchronous sessions (real-time interaction) and asynchronous components (self-paced learning activities). This online course consists of 100 learning hours, each session lasting 45 minutes. The learning is divided into: 

  • 64 hours of synchronous training (live, instructor/ facilitator-led) 

  • 36 hours of asynchronous training (self-paced) 

The course follows an “In – On – In” model, designed to blend theory with practical application: 

  1. a. In the Job Training (Synchronous) 
    Participants begin with live sessions focused on foundational knowledge and guided practice. 

  1. b. On the Job Training (Asynchronous) 
    Learners then apply what they've learned directly in their work environment, completing tasks independently at their own pace. 

  1. c. In the Job Training (Synchronous) 
    Finally, participants return to live sessions to present and reflect on their experiences, share outcomes, and receive feedback. 

  1. 7. Certification 

  2. Eligible participants will receive e-certificates upon meeting the following requirements: a minimum of 70% attendance in synchronous sessions, including sessions of Presentation of the Implementation Report, and submission of all required tasks.