While an extensive body of literature in TESOL studies the different paradigms that drive second language (L2) teachers' conceptualizations of their professional identities and practice, there is still a need for more research into how L2 supervisors construct the realities of supervision and how their interpretations of those realities inform…

This book centers on classroom supervisory practices by describing what teaching entails and exploring proven instructional techniques. Eight chapters comprise this work: Chapter I defines supervision, explains the need for effective supervision, and describes the skills needed for effective supervision. Chapter II keynotes the elements of…

This report describes teacher response to selected aspects of supervision as it exists for teachers in grades one through four in one Georgia school system. Teachers were surveyed to determine their responses to assistance provided by a supervisor to individual teachers or groups of teachers through activities relevant to teacher development,…

The skills, understandings, and attitudes necessary for an effective instructional supervisor were identified in the literature (using, for the most part, those materials written since 1975). Twenty-six elements were identified and clustered into six areas for a self-evaluation instrument that can give supervisors a means to describe and analyze…

This textbook, intended for graduate students in introductory educational supervision courses, draws on the research on effective schools, teacher and adult development, and supervisory practice, as well as on direct practical experience, to provide information that supervisors can use to help their schools be more successful. The term…

The research on supervision and school effectiveness suggests that principals acting as supervisors of instruction make a difference in teacher performance and pupil learning. This study investigated whether effective clinical supervision requires supervisors who practice certain strategies and procedures as they dialogue with supervisees, or…

Essential ingredients of supervising teachers include: (1) going beyond teacher report to direct observation, (2) timely identification of problems, (3) careful analysis of programs for design adequacy, (4) provision for extensive teacher practice in structured settings, (5) provision for additional supervised classroom practice, and (6) a well…

Recent studies of the perceptions of teachers and supervisors about the benefits of teacher supervision show clear disagreement between the two groups. Supervisors see their efforts as helpful to teachers, whereas teachers consider supervision ineffectual. This document reports on research conducted to test the theory that positive…

This book offers a plan for improved classroom practice through the supervisory process. It includes hands-on practices for developing a personalized supervision strategy, research-based and empirically tested strategies, field-tested tools and techniques for qualitative and quantitative observation, a comprehensive resource of traditional and…

Effective teacher supervision for successful schools seeks to remove obstacles in the work environment that hinder teachers from seeing each other at work, receiving feedback from others, engaging in professional dialog, and participating in decisions about collective instructional actions. Just as teachers try to encourage the cognitive…

This document reports on a study to determine differential attitudes of experienced and inexperienced teachers toward supervision and evaluation. The basic hypothesis was that experienced teachers would have significantly different attitudes toward the concepts of supervision and evaluation than would inexperienced interns. A sample of 100…

Updated to reflect changes and advances in the supervision of teachers, this highly respected text provides a comprehensive overview of the field of instructional supervision, including instructional development, curriculum development, and staff development. Throughout, the authors emphasize practice, particularly the supervisor's…

Several years of research support a differentiated system of supervision in which teachers can choose from among four different supervision styles. With the clinical style, intense observation and feedback is conducted by a trained supervisor. Cooperative professional development consists of small teams of peers working together for their mutual…