Peer Coaching or Clinical SupervisionOverviewSupervision can be interpreted from many perspectives and have many perceptions about it. Differentiating description from interpretation in observation is crucial for educational improvement (Glickman, et al., 2014). There are also different methods an administrator can use when supervising them, as well as how this information will be used to further assist teachers. As mentioned by Glickman et al. (2014), observations are a method of evaluation and planning skills are useful to a supervisor in setting goals and activities for themselves as well as others. Next, we will describe two models, clinical supervision and peer coaching, comparisons and differences between the models, analyze the strengths and weaknesses of each model, how each model uses assessment and planning skills and the contribution of each model to the supervision process. Comparisons and DifferencesSome administrators use clinical supervision or peer coaching to determine from whom they get the most feedback and some others use these methods or a combination of the two (Hooker, 2014). It is important to compare the two methods in order to identify the advantages of each. Clinical supervision includes developmental assessment intended to assist and improve teachers' teaching (Glickman, et al., 2010). It is necessary to do a pre-conference, a lesson observation, an analysis of the information and an interpretation of the observed teaching, and a post-conference to determine the effectiveness of the process. In clinical supervision, there are steps to follow: First, in the preconference, the administrator and teacher identify the process, purpose, or reason for the ob...... middle of document . .....guides and encourages teachers to grow as educators.ReferencesGlickman, CD, Gordon, SP and Ross-Gordon, JM (2010). SuperVision and Educational Leadership (9th ed.). Needham Heights, MA: Allyn and Bacon. ISBN-13: 9780132852135 Gonzalez-Baker, M. and Tinajero, J. (1983). Improving bilingual education through clinical and developmental supervision of bilingual education teachers and student teachers: A theoretical framework. Hooker, T. (2013). Peer coaching: a review of the literature. Waikato Journal Of Education, 18(2), 129-139.Hooker, T. (2014). The benefits of peer coaching as a support system for early childhood students. International Journal Of Evidence Based Coaching And Mentoring, 12(1), 109-122. Wright, S., Grenier, M. and Channell, K. (2012). UNIVERSITY SUPERVISION IN THE TRAINING OF PHYSICAL EDUCATION TEACHERS. Education, 132(4), 699-707.