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,…

Effective principals are distinguished by their strong leadership, their focused approach to change, and their highly developed analytical skills. The screening and selection process used in reaching the decision to employ such a principal is critical; districts often fail to gather comprehensive information about candidates and fail to thoroughly…

This publication supports revision of the certification and standards for Missouri Adult Vocational Education Supervisors (AVESs). Section I discusses the need for revising the current State Board of Education approved certification requirements. Section II sets forth the relationship between proposed revisions and their application by…

Summarizes survey results from 138 technology, engineering, and occupational education administrators on topics of demographics, training, experience, and competencies. Current and future skills required are listed along with interest in professional improvement opportunities. Significant differences in competency levels between subgroups are…

The importance, role, and responsibilities of the science supervisor in the K-12 science program are described. The importance of selecting a highly qualified subject-specific supervisor for all disciplines is discussed. (KR)

From a sample of over 1,000 advertisements for school superintendent positions, this study compiles a list of qualifications and tasks required of most superintendents and indicates the trends in school board expectations of superintendents. The author first notes the degree of education preferred by school boards in their superintendents and then…

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…

This report, the first of a two-volume work, was prepared in response to the 1979 edition of the Massachusetts Board of Education's "Regulations for the Certification of Educational Personnel." Specific sections of the regulations are set off in boxes, each of which is followed by explanations of the ways in which the program addresses…

This article specifies effective field-based supervising teacher characteristics and practices, to assist university personnel in selecting and guiding supervising teachers in special education. The characteristics and practices focus on understanding university expectations, preparing for the practicum student, providing an exemplary model and…

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…

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…

This bulletin is one of a series reporting on the nation-wide study, "Qualification and Preparation of Teachers of Exceptional Children," which since 1952 has been one of the major projects of the Office of Education. Reported herein are the findings from the study which have bearing on the professional competence of directors and supervisors of…

This publication is designed to help adult education administrators think reflectively about their programs, identify areas of strengths and areas of improvement for themselves and for their programs, and plan and implement strategies that enhance the overall quality of their programs. The guide identifies a set of 17 recognized skills and…