At last, a guide that focuses on the real crux of teacher supervision: how learners are learning. Using the six-part Teaching Schema for Master Learners introduced in the ASCD best-seller "Improving Student Learning One Teacher at a Time", Jane E. Pollock and Sharon M. Ford show you how to help teachers make the right adjustments in the areas that…

Major conceptual models for counseling supervision are described and compared: supervision as a counseling analog, as an instruction or teaching analog, and as a role that includes counseling and teaching aspects. Although each of these approaches makes use of familiar roles, none adequately provides the scope and utility required. (Author)

This videotape and accompanying guidebook are intended to help teachers as they support and supervise paraprofessionals in the classroom. Section 1 of the guidebook provides a self-assessment to help teachers evaluate their present support and supervisory skills. Sections 2 through 5 address four key knowledge and skill areas. These sections…

Traces the history of teacher assessment and of research on classroom interactions. Lists key elements in an assessment program. Discusses the need for trained assessors, teacher cooperation, and reevaluation. (WD)

A veteran cooperating teacher suggests that the key to a successful student teaching experience is organization and preparation, including setting objectives for the supervising teacher and student teacher, providing school orientation and a work area for the student teacher, helping pupils adjust to a student teacher, and accessibility. (CB)

Twenty suggestions are provided for helping teachers to become more effective managers of paraprofessionals and to improve the ways paraprofessionals work with students with learning disabilities. These include: provide orientation; find out what the paraprofessionals' work-style preferences are; assess the skills of the paraprofessional; observe…

An exploration process through which supervisors can encourage teachers to make their own teaching decisions includes teaching teachers how to observe classroom interaction, code and analyze interaction, interpret classroom behavior patterns, and make informed instructional decisions based on the analysis and interpretation. Bringing teachers…

This guide was developed to provide teachers, related service personnel, administrators, paraprofessionals, and other individuals charged with assisting in the development of Minnesota's paraprofessional workforce, with information and strategies to build strong, effective, supportive teams to ensure successful educational services for all…

Discusses roles appropriate for the principal and the teacher during the appraisal interview that follows the principal's observations and assessment of the teacher's job performance. Suggests techniques drawn from management theory for principals' use in enhancing communication, the key to making the appraisal interview mutually beneficial. (PGD)

The value of homework for students with disabilities is examined, focusing on the relationship between the stages of learning (acquisition, proficiency, maintenance, and generalization) and the responsibilities of supervising individuals (special and regular education teachers and parents). Suggestions for effective use of homework assignments are…

This collection of materials provides guidance on the specific roles of teachers and paraprofessionals on instructional teams serving students with disabilities. Individual materials include lists, checklists, questionnaires, and forms addressing: a definition of "paraeducators"; roles of teachers; duties performed by instructional paraeducators;…

While research on school-based review is in progress, and while--thus far--it has proved difficult to show a causal link between school self-evaluation and educational improvement (especially when pupil performance is the main criterion of success), some schools have been quick to implement decisions regarding the curriculum that have arisen from…

This book provides advice and activities to help forge productive working relationships between teachers and paraeducators. Chapter 1, "Leading the Classroom Instructional Team," examines teacher responsibilities as leaders of classroom instructional teams, discussing how their new roles as paraeducator supervisors can mesh with more traditional…

Asserts that teachers at child care centers need to use supervision on the playground to promote children's healthy development. Describes characteristics of successful supervision: (1) ensure safety; (2) understand development; (3) permit childish behavior; (4) engage and explain; (5) recognize individuals; (6) vary activities; (7) interest…

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…