Özet:

This paper discusses the necessity of implementing instructional supervision in general with a little focus on clinical supervision. While clinical supervision is seen as an important tool to make teachers develop professionally, it cannot fit all teachers. Supervisors and principals insist on taking into account learners’ diversity during the teaching learning process, teachers’ diversity is most of the time neglected. As a result, other forms of supervision were highlighted in this paper to offer supervisors’ options to adopt the approach that fits their supervisees or institutions. Despite differences between supervisory forms in terms of implementation, all forms discussed in this paper contribute to the teachers’ growth. The paper was structured in a way that it highlights the role of teachers in taking in charge their own growth by engaging in reflective practices and dispelling the view that the supervisor is the expert

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