<![CDATA[Clinical supervision and educational evaluation are two crucial strategic mechanisms for improving the quality of learning in schools. However, in practice, they are often implemented separately, thus under-optimalizing their synergistic potential. This study uses a desk study approach by analyzing the latest literature on supervision management and educational evaluation to explore the in-depth relationship between the two. The study identifies that clinical supervision, with its structured cycle encompassing pre-observation, direct observation, data analysis, and post-observation conferences, is essentially a concrete manifestation of formative evaluation oriented towards continuous improvement. The integration of clinical supervision into the Teacher Performance Assessment (PKG) system and the CIPP (Context, Input, Process, Product) evaluation framework has been shown to provide more valid, rich, and contextual data than conventional summative assessments. The synergy between clinical supervision as a formative evaluation mechanism and the formal evaluation system creates a collaborative, data-driven professional development climate that encourages teachers to reflect independently on their teaching practices. Implementing this integration requires a paradigm shift for supervisors from hierarchical authority to dialogic partnerships that support continuous professional growth. This synergy improves teacher competency, learning quality, and educational quality assurance, as well as contributing to practitioners, school principals, and Islamic education management science in Indonesia.]]>
Copyrights © 2026
