Teaching has always been a stressful profession, but the additions of high-stakes accountability coupled with a global pandemic have increased stress to unprecedented levels. Thus, supervision must attend to teacher wellness to improve instructional practice. This article offers practical suggestions educational leaders can implement in their…

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)

An attempt to define the goals of teacher supervision discusses five premises of supervision that must shift if the goals are to include encouraging teachers to be reflective, thoughtful, and empowered. (Author/CB)

Most reform movements do not fundamentally alter the prevailing organization, scheduling, curriculum, or structure of teaching. The time has come to view teachers as the solution to, rather than the source of, school problems. Empowerment reform raises questions and allows school practitioners to work toward their own answers. Includes 22…

This sixth edition of this book continues with its original perspective on instructional leadership. As in earlier editions, it brings perspectives of change, classroom practice, instructional leadership, adult development, staff development, evaluation, and political and social theory into the everyday life of schools. It is designed as a…

Responding to Francis M. Duffy's article in the same "Journal of Curriculum and Supervision" issue, this article argues that insurance agents are in the business of selling policies and bringing in revenue, not promoting personal care for clients. Education attempts to cultivate equality, collegiality, and cooperation, not personal and…

Instructional supervision is intertwined with the debate on how humans learn and on what knowledge is of greatest import. Those who believe that knowledge is acquired as an individual chooses to follow his or her own inclinations tend to favor nondirective supervision. Those who believe that learning is the result of reciprocity and…

This review of research on instructional improvement and teacher evaluation considers the complex issues affecting the K-8 principal's ability to enhance educational quality through effective supervision of the instructional process. According to several studies, teachers found formal evaluations far less valuable than direct assistance and…

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…

Identifies three styles of supervision as directive, collaborative, and nondirective; offers an inventory to help supervisors identify their styles; and suggests books, courses, and workshops appropriate to each style. (JM)

The developmental principles as they apply to teachers focus on variations among teachers according to developmental criteria. Orientations to teacher supervision are viewed, and clusters of supervisory behaviors are matched with stages of teacher development. (JN)

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…

To improve instruction, teachers need to be brought together to work on common instructional concerns in a professional environment. To create it, supervisors need to provide more opportunities for teachers to make choices, discuss their work, observe each other, and help beginning teachers ease into their responsibilities. (Author/DCS)

This paper discusses current and future research on alternative supervisory approaches matched to developmental levels of teachers. The two major questions for research were: (1) Is there an interaction between individual characteristics of teachers and supervisory approach with regard to preference and performance? and (2) Can supervisors acquire…