Category: Supervision – Stages
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Kenneth R Kreiling, “Clinical Education and Lawyer Competency: The Process of Learning to Learn from Experience Through Properly Structured Clinical Supervision”
This paper argues that clinical education should teach students a method which includes: how to develop theories of problem-solving by utilizing established lawyering theory and experience, how to apply these theories in practice, and how to analyze oneself to improve performance. The paper examines the nuance associated with the aforementioned teaching method, such as awareness…
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Peter Toll Hoffman, “The Stages of the Clinical Supervisory Relationship”
This paper examines the role of the supervisor in legal clinic contexts. Throughout the student-supervisor relationship, teaching occurs in many ways: dialectic teaching, didactic teaching, evaluation, demonstration, or a combination of some or all of these teaching methods. The relationship between student and supervisor is constantly changing. There are several stages students pass through while…
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Michael Meltsner, James V Rowan & Daniel J Givelber, “The Bike Tour Leader’s Dilemma: Talking about Supervision”
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in Annotated Bibliography, Assessment, Evaluation, Feedback, Field of Supervision – Legal, Format – Article, Mentorship – Formal, Mentorship – Informal, Mentorship – Versus Supervision, Professional Development, Reflective Practice, Supervision – Empirical Research, Supervision – Quality of Supervision – Good, Supervision – Quality of Supervision -Effective, Supervision – Stages, Supervisor – RolesThis article examines supervision in private firms through a survey of both supervisors and supervisees. In private practice, supervision is defined as: (1) overseeing the production of discrete work products, and (2) the instruction that necessarily accompanies task completion. Effective supervision was defined as good human relations and clear communication. Both formal and informal mentoring…
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William P Quigley, “Introduction to Clinical Teaching for the New Clinical Law Professor: A View from the First Floor”
Recognizing that there are limited resources aimed at training clinic supervising lawyers, this article aims to assist new clinic teachers in defining their teaching styles. It also highlights commonly asked questions such as, “how much control over cases should students have?” and, “what is involved in supervising the work of students?”. The author notes that…