Various approaches to supervision can be grouped into three models categorized as nondirective, collaborative, and directive. Supervisors should recognize stages of professional development and treat teachers as individuals. (Author/MLF)

Presents a plan for individualizing and personalizing teacher supervision and evaluation. Includes five illustrations of components involved in the plan. (MD)

Presents a model explaining student misbehavior in the classroom and an instrument that translates the model into improved supervision of teachers, particularly in helping teachers learn to handle student misbehavior. (Author/IRT)

Describes a data-based, anxiety-reducing supervisory process. Several instruments are presented that can be used by teachers to gather information on their own performance. (MLF)

Presents a conceptual model for teacher supervision and staff development for both practitioners and researchers. Constructs can also be used to diagnose problems and plan appropriate strategies for professional improvement. The model offers researchers opportunities for analysis and hypothesis testing. Includes 16 references. (MLH)

In an attempt to improve the communication process and draw attention to some ideas that need further study, a communication model that deals specifically with the supervisor-teacher interaction process is presented. (Author)

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…

A conference between a teacher and supervisor is described to model for a successful postobservational conference. Interaction between an elementary schoolteacher and a science supervisor is specifically detailed. (MP)

Explicates four types of teacher competence (technical, clinical, personal, and critical) as they might relate to supervision. Examines the levels of comprehensiveness and complexity within each of the competence domains. Illustrates approaches to supervisory practice within these domains. Includes 2 extensive tables and 94 footnotes. (IW)

The paper describes the Behaviorally Anchored Supervision System (BASS), an approach to supervision in special education based on the definition of effective instruction developed by the Council for Exceptional Children in 1986. A comprehensive model for excellence in special education is based upon the following four elements: values,…

Presents a teacher evaluation model based on the use of an effective teaching criteria list. Includes two schematic figures. (MD)

Improvement of teaching performance can be accomplished within the teacher evaluation process if the approach is positive and nonthreatening, with considerable emphasis on peer- and self-evaluation. (Author/SJL)

The mentoring model described in this paper assumes teachers to be self-directing professionals, and adopts the formalized mentor-protege relationship as the starting point and the individual teacher's professional development as the organizing principle for the induction of teachers into the profession. The essential elements of a mentor's…

Suggests an eight-step approach to student teacher observations to increase students' professional growth including simulation, peer-reaction, video review, practice teaching, audio review, real teaching, tape review, and post-observation conference. (RC)

This article focuses on one element of staff development, and applies to classroom observation an interactive process between staff developer and teacher that leads to a better understanding and acceptance of individual teaching styles. The emphasis is on professional growth rather than on institutional regulation. (Author/KC)