In education systems around the world, planners and policymakers are calling for more attention to whole-system improvement. To best address teaching and learning outcomes, teachers and head teachers need whole-system support to build professionalism and improve their practice. The middle tier of education systems, composed of professionals…

Language teacher education is widely identified as one of the most important areas that needs addressing in order to improve early language instruction, yet research into teacher education for early language teachers remains relatively sparse. This volume responds to this gap by compiling studies with diverse methodological tenets from a wide…

Diagnostic supervision helps supervisors identify teachers' job-related and personal needs and respond to them within the expectations of the institution. A planning questionnaire is used to guide discussion during a diagnostic conference. (CL)

The fundamental purpose of educational supervision is to increase the confidence and improve the competence of teachers. This book is a guide for supervisors and teachers in the training and development of teaching staffs in school systems; it also serves as an informal text for use in college and university systems. The book offers opportunities…

The processes of staff development, instructional supervision, and teacher evaluation complement and support each other. The connections between and among them are discussed. Recommendations for implementing an integrated system of instructional improvement are made. (Author/MT)

Lists 10 teacher evaluation guidelines culled from 10 years of "Bulletin" articles. (MD)

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 guidelines for teacher observation and evaluation. (Author/MLF)

Presents abstracts of 11 doctoral dissertations on supervision topics published in 1984. Topics include supervising tasks and competencies, supervisors' characteristics and preparation, and approaches to supervision. (MLH)

Outlines a modern rationale for educational practice that links clinical supervision and knowledge generation to educators' professional orientation. Traces the roots of clinical supervision for teacher-scholars, explicates a professional knowledge base, examines reflection as a primary inquiry process, and provides scenarios for teaching and…

Applies Donald Schon's concept of the "reflective practitioner" to Robert Goldhammer's clinical supervision cycle (pre-observation conference, observation, analysis and strategy, supervision conference, and postconference analysis), stressing personal growth purposes for teacher and supervisor alike. Explores a clinical supervisor's…

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)

Discusses peer supervision of teachers and the integration of videotape recording into teacher supervision. Suggests ways videotape recordings can complement efforts to effect changes and offers advice on successful taping. (WD)

By building in due process procedures and substantive review, a school system provides the opportunity for the teacher, the supervisor, and the administrator to work together to improve the instructional environment. (Author/IRT)

Three types of off-campus instructional arrangements are described with varying amounts of faculty supervision. Under each type, several suggestions are discussed to help departments minimize the chances of litigation arising in connection with the programs. (JMF)