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)

Explores key components of the teacher professional growth process and examines how "significant others" can contribute to the components discussed. Presents a structure for a collaborative approach to supervision and staff development. (FL)

A model presented here offers a framework within which supervisors can respond to differences in teachers by considering relationships among their personal needs, role expectations, and job behavior. (JM)

According to this model for effective professional growth programs for teachers, teachers and their supervisors must independently identify the teachers' growth needs, must agree on the needs, and must mutually develop a program that is appropriate, demands supervisor responsiveness, and is well-received by the teacher. (PGD)

The first edition of this book, titled "A Design for Instructional Supervision", provided a structural framework for an effective program of instructional supervision. The basic cognitive thrust of this second edition, "Supervision: A Guide to Instructional Leadership", remains the same as the first. What has changed is the attention to the…

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…