Many current problems in teacher supervision arise from epistemological errors. Research-based models wrongly assume that supervision is a deterministic process. Therefore, the theoretical perspective should be rejected in favor of a practical one, which would emphasize "reflection-in-action" directed toward specific real problems. (MCG)

The article describes a model of clinical supervision for speech and hearing services. The model includes a continuum perspective to meet the individual needs of supervisees. A focus on the scientific nature of the supervisory process and an understanding of process components are important factors in model implementation. (Author/DB)

Counsels new superintendents to assess staff strengths and deficiencies before devising a plan that uses everyone's talents (even those of "turkey" principals) to fullest advantage. Strong communication and supervisory skills and firm administrative policies are essential to target weak performers and determine when transfers or dismissals might…

This proposal is predicated on the assumption that in order to improve instruction, formative assistance must be conceptually separated from summative evaluation. Teacher improvement requires the involvement of other teachers, department chairs, students, parents, and administrators, whereas summative evaluation is separate from the growth process…

To guarantee an efficient educational system, effective evaluation and supervision of teacher performance are necessary. However, the evaluation of teacher performance presents two major problems: first, no clear definition or measure of effective teaching exists, and second, evaluation is perceived to have conflicting purposes, either as a…

Clinical supervision represents a drastically different form of professional development for both teacher and supervisor. A Pittsburgh (Pennsylvania) study of 332 educators reveals the need for prolonged training and a supervised internship for those who intend to practice clinical supervision. (MLF)

In this interview, Madeline Hunter discusses her teaching model, supervision, merit pay, career ladders, her career, and other subjects. (DCS)

Clinical supervision should not be construed as "delivery of services" to targeted audiences of teachers deemed inexperienced, inefficient, or incompetent. Supervision should instead empower and emancipate teachers by creating conditions under which they can examine classroom actions in terms of the historical, social, and cultural…

Attempts to clarify the relationship of curriculum, instruction, and supervision roles for administrators confronted by pressing managerial, community, and fiscal responsibilities. All three components are necessary and should have equal weight in the decision-making process. Nineteen references are included. (MLH)

Outlines a fictitious but ideal school in which staff work cooperatively and are encouraged to develop their talents. (MD)

The article presents a model of problem solving in supervisory interactions in public school speech-language-hearing programs. Specific principles of supervision and related recommendations for collaborative problem solving are discussed, as are continued professional growth of both supervisees and supervisors, interdisciplinary team functioning,…

Outlines five areas--salaries, discipline, class size, student/teacher match, and professionalism--in which a "revolution" must take place if the educational reform movement is to be successful. (MD)

A discussion of Britain's regulation that master's and doctoral degree candidates must have two or three program supervisors identifies four potential problems: fragmentation of supervisory responsibilities; conflicting advice; unproductive games; and absence of overall perspective on the thesis. Experience with an improved, team approach is…

The incompetence of a few teachers can destroy the efforts of many excellent teachers. Principals need to know how to evaluate teachers effectively and act on their evaluations. The rationalizations typically used to justify failures to dismiss incompetent teachers will not stand up to scrutiny. (PGD)

Idea man par excellence, Lee Shulman has long set directions for research on teaching. After founding and directing the Institute for Research on Teaching at Michigan State University, Shulman, now at Stanford, continues his far-reaching investigations into the interplay of content and pedagogy and into assessments of teaching that faithfully…