Category: Supervision Models
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Harriet N Katz, “Reconsidering Collaboration and Modeling: Enriching Clinical Pedagogy”
This article suggests that non-directive supervision, collaboration and modelling enhance students’ experience and understanding of the lawyer’s role within clinical education. Collaboration and modelling are highly intertwined, the former reinforcing the latter. Non-directive supervision facilitates the advancement of two primary educational goal: fully understanding the role of lawyers and developing a mode of continued growth…
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Douglas D Ferguson, “Supervision in the Clinic Setting: What We Really Want Students to Learn”
This article discusses the key elements of student supervision in Community Legal Services at University of Western, Ontario. The paper begins by examining the clinics compliance with the supervision requirements of the profession’s governing body. The Law Society of Ontario set out supervision requirements for legal clinics in Rule 6.1 and by-law 7.1 of the…
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Colleen F Shanahan & Emily A Benfer, “Adaptive Clinical Teaching”
This article suggests adaptive clinical teaching (ACT) as a clinical teaching model. This article offers a systematic framework to apply ACT and provides an example of how the method encourages replacing instinct with deliberate strategies for teaching and supervising. It allows clinical teachers to use an adaptive approach to address various challenging situations. ACT asks…
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Carolyn Grose, “Flies on the Wall or in the Ointment – Some Thoughts on the Role of Clinic Supervisors at Initial Client Interviews”
This article uses the question of whether or not supervisors attend initial client interviews with their students as a lens through which to examine other questions about supervision theory, clinical pedagogy, and professional responsibility. Ultimately, the article concludes that the decision whether to attend client interviews can be one that the supervisor makes on a…
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Brigid Proctor, Group Supervision: A guide to Creative Practice
This book explores group supervision, a method of supervision that enhances supervisee skills including, courage and self-discipline, by way of the supervision alliance model (Inskipp and Proctor, 1995, 2001). Brigid Proctor characterises the supervisor as: “the person responsible for facilitating the counsellor, in role of supervisee, to use supervision well, in the interests of the…
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Alice Alexander & Jeffrey Smith, “Law Student Supervision – An Organized System”
This article broadly outlines a supervision model for legal employers and law students beyond the legal clinic context. It suggests that an organized system of supervision is essential to the successful employment of law students. It also ensures better work products from students while helping students obtain a significantly improved practical legal education experience. Additionally,…
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Wallace J Mlyniec, “Where to Begin – Training New Teachers in the Art of Clinical Pedagogy”
This article describes the clinical program at the Georgetown Law Centre and sets out a clinical training program for new supervisors. The program and the article suggest six fundamental beliefs, including: Notably, teaching as a clinical teacher or supervisor is exceptionally difficult as it requires an understanding of teaching techniques, students’ prior knowledge, attention to…
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David F Chavkin, “Am I My Client’s Lawyer: Role Definition and the Clinical Supervisor”
This article is a good example of an early American clinical legal educator’s approach to supervision. The author struggles with the degree to which students should assume autonomy for their work (versus the supervisor), ultimately arguing that students should assume significant autonomy in their work. Two aspects of student learning maximize student autonomy: (1) an…
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Neil Hamilton, “Mentor/Coach: The Most Effective Curriculum to Foster Each Student’s Professional Development and Formation”
This article sets out principles of effective mentoring/ coaching, a model that includes the functions of both mentor and coach. Although this paper is directed toward mandated mentoring/ coaching of 1L students, there is value in considering these principles in the legal clinic context. Mentors must have proven legal skills and ownership over continuous professional…